Multi-level classes, classrooms that incorporate multiple levels of learners simultaneously, have existed for decades, yet have received little scholarly attention with respect to world language programs. This article presents a review of relevant literature on the topic and reports an analysis of the data from a national survey of U.S. K-16 world language teachers who currently teach or have taught multiple levels or multiple languages in the same class period (n=124). The findings of this exploratory study confirm the longstanding existence of multi-level classes in the U.S. educational landscape and offer suggestions to support teachers confronted with this challenge and ideas for future research.