Abstract: Block scheduling is the practice of formatting school days to fit periods of approximately 85 minutes as compared to the traditional 40-45 minute periods. As of 2017, this extended format of learning is now fairly widespread; while a majority of schools in America still use a traditional schedule, approximately 30% use a form of block scheduling (Rettig, 2017). The objective academic performance and subjective benefits of block schedule are unclear in academic papers; therefore, additional investigation is required to determine how to implement this expanding model effectively. The differing results found across subjects in standardized test results and teaching methods utilized in block schedules inspired a specific examination of how different subject areas viewed block scheduling. The intention of this study was to uncover trends in classroom experiences specific to subject areas. This was done in order to provide teachers and administrators with information on the classes and aspects of education that need to be focused on during a transition to a block schedule. To uncover any trends that may exist, a survey utilizing likert scale questions was implemented. The likert scale questions encompassed five aspects of an educational experience that differ between a block and traditional schedule. Two significant differences between subject areas were found. Science teachers were more partial to a traditional schedule because it allowed for greater flexibility in teaching styles and it was easier to maintain students’ attention. Besides those two areas,  there was minimal statistically significant differentiation in the opinions of teachers in different subject areas. Further inquiry into science is required to determine why these areas differ from the trends of other subject areas.