This qualitative, phenomenological study explores the impact of employing a cross-grade grouping strategy in elementary advisory programs. The perceptions of advisors regarding the development of younger students' sense of community and connectedness due to interaction and collaboration with cross-grade peers were used to assess the impact. Data collected included interviews from nine advisor participants in three elementary schools across a Midwestern state. Codes from each interview deemed relevant were analyzed using phenomenological reduction and elimination. Textural and structural descriptions described the essence of their experience. Employing a cross-grade grouping strategy in elementary advisory programs assisted in developing both younger and older students, enhancing the development of a sense of community and a sense of school connectedness. The programs studied helped younger students build positive relationships with students of various grades, learn from older students in the group, and get specific leadership opportunities. Pairing older and younger students during activities helped students build relationships and work as a team. Increased student interaction and collaboration enhanced a sense of community. Providing students with a safe and positive environment and establishing consistent themes enhanced a sense of school connectedness. The findings may raise educators' awareness regarding the impact of cross-grade student advisory programs on building relationships between students and teachers and enhancing a sense of community and school connectedness. Post-secondary educators can also use this study to share the impact of elementary advisory programs that use cross-grade grouping strategies. [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.]