There is an increasing interest in the practice of teachers staying with a group of students for more than one year. This is referred to as looping in educational practice. The problem of constant uncertainty or change of a new teacher year to year, creates less academic time and student anxiety. The purpose of this study is to examine the effects of looping, to strengthen the relationship between the student and teacher in order to create less student anxiety and more academic time in the beginning of the school year. A review of the literature reveals that students in a looped classroom have a closer relationship with their teacher and as a result, feel like their classroom is a home away from home. In a looped classroom, there is an increase in student attendance, decrease in discipline problems, and there is a greater opportunity to observe children, determine their needs and adjust instruction according to the individual needs of the children. Due to the close student/teacher relationship, the teacher is able to teach to each student's needs. Although there has been little research on looping, we do know that the Waldorf schooling method has been around since the early 1900s. More research on looped classroom needs to be done to help support the idea that looping is socially and academically beneficial to students in the primary grades. In addition to reviewing the literature, I also conducted a questionnaire which assessed students' perspective on being in a looped classroom. This voluntary questionnaire gave me a better understanding of the benefits of this educational term referred to as "looping". The questions were designed to discover a child's feelings towards their teacher and their classmates in a looped classroom. I gathered data in order to confirm or reject the research information that I retrieved. Results indicate that there are many social and academic benefits for students in a classroom with the same teacher and classmate consecutive years. Published research and the gathered data prove that students are less anxious about the upcoming school year and create a strong bond not with the teacher and their peers when they are in a looped classroom. [Masters Thesis, Dominican University of California.]