This paper reports on a study investigating teacher and student attitudes toward grade retention. Questionnaires were completed by elementary, middle, and high school teachers (N=37), and high school students (N=62). The student population was organized into two groups: (1) grade repeaters; and (2) a control group composed of an equal number of nonrepeaters. Grade repeaters were asked about their own retention experiences and the experiences of acquaintances; the control group was questioned only about acquaintances. Teachers were asked to rate the effectiveness of retention on students they had taught. Information was then integrated with previous studies. Results suggest that across all groups, scholastic benefits of retention were viewed as exceeding emotional benefits; grade repeating students recalled considerable distress at the time of retention, but over time most came to view it as an academically positive event; both teachers and students were doubtful about the reported benefits of retention, and it is suspected they would prefer a different approach. Teacher and student attitudes are displayed in tabular form. (Contains 15 references.) (LL)