This study, conducted by a group of teachers, examined various aspects of multigrade classrooms in Virginia through a mail survey of the state's multigrade teachers whose names and addresses were available (87 responded). A 21-item Grade Combination Teacher Experience and Perceptions Survey developed by the study group was used to collect information. Some of the findings were: (1) the "typical" survey respondent was a veteran teacher who had 2 or more years experience teaching grade combination classes; (2) the majority of teachers had taught grade combination classes in consecutive years, and in most cases these classes had been assigned; (3) grade combination classes occurred most frequently in small schools; (4) average grade combination class size ranged from 16 to 25 students; (5) basic skills subjects most frequently required double preparations; (6) most multigrade teachers arranged field trips for their students; (7) the most frequently mentioned instructional methods were integrating the curriculum and peer tutoring; (8) lack of time was the most frequently cited difficulty; (9) advantages were cited in peer tutoring, integrated curricula, small grouping, enriched academic activities, better socialization, and extra resource and support; (10) there was a diversity of opinion about appropriate policies for grade combination teaching; and (11) some recommendations for effective instruction and classroom management were to be positive, prepared, flexible, and consistent. This document contains an extensive bibliography and an annotated list of resources. Appendices include respondents' names, a memo, the survey, and a map showing the distribution of multigrade classes in Virginia. (KS)