The common belief among school librarians is that a flexibly scheduled school library program as opposed to a fixed schedule program is the best choice. After all, there are distinct advantages to the flexible program: students are served at the point of need, skills are not taught in isolation, and collaborative lessons are developed with classroom teachers. Yet many school librarians must adapt their programs to a fixed-schedule format. An effective school library program, within a fixed schedule, is still possible to develop with a committed school librarian and strong district level support. Such support must promote professional development aimed at designing teaching and learning experiences for students within the confines of a fixed schedule. Although fixed schedules are not the ideal, resourceful school librarians can optimize their instructional impact by making the most of communication and collaboration with their library colleagues through Professional Learning Communities (PLCs). They can also maximize their impact at the building level by volunteering for leadership roles and by establishing strong relationships with teachers, administrators, students, parents, and other stakeholders. Through linking library lessons to content area curriculum goals, librarians can build programs that help students not only meet but exceed content standards. School librarians can be key players in creating engaged learners, thus, securing their role as curriculum leaders. It is important to consider that whether the schedule is fixed or flexible, the most effective school library programs are those with strong school librarians. These librarians advocate for their programs, foster positive professional relationships at both the building level and within the larger library community, and take the lead in learning initiatives. Most importantly, effective school librarians are those who can produce evidence that their programs, whether fixed or flexible, positively impact student achievement.