Ten characteristics that assisted the successful implementation of block-scheduling at Cardinal Mooney High School, a Catholic school in Youngstown, Ohio, are presented. They include recognizing the pivotal role of the principal, using systems thinking as an analytical tool, committing resources and time, establishing quality benchmarks, envisioning faculty as responsible decision makers, planning staff development around the readiness of faculty, creating a democratic process, coordinating content and process, providing a nonthreatening learning environment, and mentoring new teachers in the process.