This paper reviews selected research studies of multigrade classrooms in Canada, Finland, eight developing nations (India, Korea, Maldives, Nepal, Thailand, Philippines, Sri Lanka, and Indonesia), and the United States. Based on information about the perceptions of multigrade instruction of principals and teachers, the following issues are emphasized: (1) teachers need special methods and must be well organized to teach; (2) teachers should be trained to teach multigrade classrooms; (3) teachers should be prepared to use cross-age tutoring; (4) social studies and science instruction need special adaptations; (5) there is a need for teaching materials; (6) there is a need for individualized teaching; and (7) incentive should be provided for multigrade teachers. Typically found in rural areas, multigrade classes range from one-room schools spanning five or more grades, to more typical elementary schools with combination classes of two grade levels. Studies of instruction in multigrade classrooms across rural America reveal that teachers use various methods to juggle the wide levels of student needs. Six key variables affecting successful multigrade teaching identified in the research were: (1) classroom organization that facilitates student learning, independence, and interdependence; (2) classroom management and discipline that emphasize student responsibility for their own learning; (3) instructional organization and curriculum that allow for a maximum of cooperative and self-directed student learning; (4) instructional delivery and grouping that improve the quality of instruction; (5) self-directed learning strategies; and (6) peer tutoring. (KS)