Noting that the growing popularity of year-round schools (extended calendar without increasing the number of school days) has coincided with an increase in school accountability, this report provides a descriptive case study on one year-round school located within a large elementary school district in central Virginia. An optional year-round school for grades K through 5 was implemented with multiage grouping during the 2001-2002 school year. This study examined the perspectives of parents, students, teachers, and administrators on the year-round school. Data collection methods included historical document analysis, open-ended interviews with stakeholders, and focus group discussion. Seven parents and three administrators were interviewed, and four teachers participated in a focus group discussion. Findings revealed that participants were positive about the year-round school and suggested changes that included revising intersessions, changing the multiage grouping component, and improving communication between the school and parents. Participants focused on continuity of education as a major reason for participating in the year-round school. The impact of the multiage grouping was identified by administrators and parents as being as important as the year-round calendar. (Contains 44 references.) (KB)