Students' socioemotional skills must be well developed and should be considered as a crucial component of education. Learning that occurs in an environment that enhances social context and develops socioemotional skills is an ideal environment to ensure readiness to succeed beyond the classroom walls. Multiage classrooms may prove to be a robust educational design in enhancing such learning. The purpose of this qualitative explanatory case study was to examine how the multiage classroom design affects instructional practices and students' socioemotional learning through social context. The researcher conducted interviews and observed multiage classrooms of four K-5 teachers in the northeastern United States to identify themes and patterns through their collective experiences. The problem addressed in this study is that the impact of multiage classroom design on student socioemotional learning and how the instructional practices found in this multifaced learning environment can be implemented appropriately in our current 21st-century classrooms needs to be further understood. While there has been an increased awareness of the importance of socioemotional development on student success over the last decade, the implementation of multiage classrooms has continued to decline. Implications of the findings suggest that through deliberate student-centered learning, grounded in social context, multiage classroom teachers become adaptive instructional experts and can facilitate higher-level learning in both affective and cognitive domains. The findings showed that the multiage classroom design impacts socioemotional learning in ways that are not always found in today's homogeneous classrooms. While the implementation of multiage classrooms does not come without challenges, these implications need to be further understood so that our schools today can continue to implement practices that best meet both the cognitive and socioemotional needs of students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]