The quality of instruction may be similar in both traditional/graded and innovative/nongraded classrooms. This essay discusses the results of instruction observed in several nongraded (of varying degrees) Swedish schools serving grades 7-9. A multigraded organization requires more planning by teachers for individualization of instruction, and greater cooperation among members of the teaching team. Teachers in nongraded classrooms spend more time quiding their students' learning activities and less time completing administrative tasks. Pupils take a more active role in the educational process. Results indicate: (1) pupils in nongraded schools tend to take a more positive view toward classmates, teachers, and school than do pupils in graded schools; (2) girls, in both types of schools, do better on exams in mathematics and English than do boys; (3) whether students commute to school or board at school seems to be unrelated to their test scores; and (4) the type of school attended seems to be of minor importance to boys. It was concluded that nongraded instruction is a perfectly adequate alternative to graded instruction and it presents certain advantages in terms of satisfaction. (RL)