The purpose of this study was to determine if exposure to a research-based presentation on grade retention, including the academic, socio-emotional and behavioral outcomes, would yield a change in teacher beliefs regarding retention as an intervention strategy. Teachers from a small urban school district were asked to complete a pre-survey, view a research-based online presentation on grade retention and complete a post-survey. Results from this research revealed that teachers' beliefs regarding grade retention significantly changed after viewing a research-based online presentation on topic. Results also indicated that, not only was there a change of overall participants, but there was a difference between the beliefs of teachers who taught grades K-1 and teachers who taught grades 3-4 according to mixed model ANOVA and ANCOVA results. In addition, this study revealed that, even in a district where retention is not a common practice, there is room to educate on the topic of grade-level retention. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]