A major task involved in teaching students is to group wisely for instruction. This paper discusses the use of grouping in the following contexts: the self contained classroom; departmentalism and the student; homogeneous versus heterogeneous grouping controversy; learning centers; the dual progress plan; team teaching and grouping students for instruction; interage or multiage grouping; and the mainstreaming of students. The paper suggests that the plan or plans of grouping students needs to be based on a sound philosophy of education as well as a recommended foundation of the psychology of instruction. It contends that teachers and principals need to have an open mind in terms of how learners should be grouped so that each student can attain as much as possible in the school curriculum. The paper makes the following recommendations: (1) the plan of grouping must benefit the individual child in ongoing lessons and units of instruction; (2) an integrated curriculum whereby each subject matter area is related within the total curriculum should be implemented in grouping for instruction; (3) parents should be involved and informed about proposals for grouping learners; (4) inservice education for teachers may well be necessary when implementing a new plan in grouping students for instruction; and (5) the school curriculum and the approach to grouping learners for instruction need to be congruent and not separate in philosophical and psychological beliefs. (NKA)