This study investigates primary teachers' and elementary principals' perspectives on alternatives to the traditional model of student progression in school and whether these options may improve the acquisition of skills needed for advancing into upper grades. Primary mastery of basic skills is essential to learning; however, with rigorous federal and state guidelines and standards, many school districts continue moving students through grade levels without the students attaining imperative foundational knowledge. The literature review examines the history of student progression in American schools and how today's intentionally scaffolded and developmentally designed standards do not fit the education model of the mid-19th century. Alternatives to the conventional model for education reviewed in the study include multi-age classrooms, mastery learning, and competency-based learning. Research questions developed using a qualitative phenomenological approach focus on gathering teacher and administrator perceptions of age-based education and how it impacts the diverse learners in the classroom. The nine semi-structured and two focus group interviews in this study center on the belief that students remain with same-age peers despite the wide range of abilities at each grade level. The interviews also inquire about teachers' and administrators' thoughts on students' inability to master foundational skills due to age-specific grade-level standards and if teachers feel multi-age classrooms can increase the ability to master skills necessary for elementary school. The results of this study can be used by educators looking to break free from age-based grade levels to determine student advancement in elementary school and those who feel students should progress based on knowledge gained. [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.]