The type of schedule configuration employed by a school directly impacts engagement and outcomes for high school band students. Research indicates unique benefits and obstacles in block, hybrid, and traditional schedule configurations. While much research on high school band has examined achievement, participation, and instruction, there is a large knowledge gap in addressing the impact of respective schedule types on engagement and outcomes. The purpose of this qualitative study was to explore the impact of schedule configurations in remarkably successful high school band programs. The study identified the impacts of various schedule configurations by noting engagement and outcome activities and providing a view of best practices. The results of this study may assist band directors and administrators to better understand how schedule models impact high school band, with transferability to Fine Arts courses and the school. Data were gathered from eight participants across six school districts within the middle Tennessee region. All participants were current or former high school band directors, teaching 9th-12th grade band in a public high school. Data were collected through survey responses, interviews, and a focus group meeting. Data analysis employed the theoretical frameworks of Howard Gardner's Theory of Multiple Intelligences and Bloom's Taxonomy. The research identified the impacts on block, hybrid and traditional schedule configurations: Instructional Decisions, Type of Class Opportunity, and Focus of Class Activities. These findings noted the importance of how knowledge is presented for effective instruction, the relational aspect of how learning opportunities are configured and presented, and the type of activities experienced by students. The recommendations for implementation included identification and use of best practices, stakeholder engagement in the scheduling process, and pursuit of ongoing professional development. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]