This descriptive study used qualitative methods to examine academic and affective components in two primary level multi-aged classrooms at a special school for gifted children. The study methodology included classroom observation, a parent questionnaire, parent interviews, a student questionnaire, student interviews, and teacher interviews. The study focused on perceptions and attitudes concerning: (1) prior expectations of the multi-aged setting, (2) actual practice and implementation of the multi-aged program, and (3) general perceptions. Children's and parents' concerns focused on social and emotional effects of multi-age grouping, whereas teachers foresaw social benefits and organizational challenges. Perceptions of students changed over the course of the year from concern to satisfaction. Perceptions of parents varied but most concerns had disappeared by the end of the school year, though parents of children who were the oldest in the classes were less likely to be satisfied with multi-age grouping. Teachers reported students' acquisition of leadership skills and growth in academic areas. Implications for development of multi-age programs are discussed. Program information and the parent and child surveys are attached. (Contains 28 references.) (DB)