One of the most absurd vestiges of yesteryear in the public schools is the widely accepted practice of moving students to different teachers and grade levels every year, leading to an annual mix of new classmates and instructional methodologies. No respectable body of research or scholarly reflection today gives any credibility to the academic and social legitimacy of segregating students by age and providing them with standard scope-and-sequence learning, yet most teachers and parents would defend this practice to the death. In this article, the authors looked to the concept of multiage grouping as a better instructional process while working for a small, low-performing, economically struggling school district in northwestern New Jersey in the late 1990s. It is a concept with considerable research support. Data provide quantifiable evidence of student achievement and can diminish the emotional element involved in what can become a tough political contest.