In this article, the authors discuss two interventions deployed to remediate low performing students. The first is grade level retention in which a student is required to repeat a given grade due to lack of academic or social progress. The second is academic redshirting in which a parent voluntarily delays the entrance of her child into kindergarten to allow the child more time to grow and develop. The article has three goals: (a) to compare the predictors of students who are retained to the characteristics of students who are academically redshirted, (b) to synthesize current research regarding grade retention and academic redshirting, and as a result of this synthesis, (c) to provide educators with recommendations for practice when faced with retention or redshirting decisions. (Contains 4 footnotes.)