This study was designed to examine the effects of looping, a practice whereby teachers and students stay together for more than one year, on perceived values and academic achievement in language arts at a Fresno Unified School District elementary school in Fresno, CA. Looping has many perceived advantages, such as the development of long-term relationships, and disadvantages, such as incompatibility between the student and teacher, associated with looping. The study contained both qualitative and quantitative elements. Questionnaires were used to investigate the perceived values of looping among teachers, students, and their parents. Academic performance on Grade Level Assessment of Standards, a criterion-referenced test, was analyzed and compared for significant differences between looping and non-looping students. Looping was found to be perceived as a positive value. Teachers, students, and parents all reported positive experiences with looping, and significant differences favoring looping students were found on measures of writing strategies, vocabulary, and reading comprehension. (Contains 5 tables.)