This report, drawing on data from a teacher survey, summarizes methods for the effective selection of students and teaching strategies for combination classrooms (CC). A CC is defined as having two or more grade levels in one classroom. A total of 256 CC elementary school teachers completed a questionnaire, including participants of a Combination Classroom Conference at Western Carolina University and 100 CC teachers from 28 North Carolina rural school districts. Results indicate that beginning teachers are more likely to be assigned a CC. There is no agreed way to group students in a CC. The most often suggested method is to group by level of student responsibility (by 27% of respondents). Other recommendations in order of frequency of response include: (1) high academic ability (20%); (2) self-disciplined (15%); (3) high achieving younger students and average achieving older students (14%); (4) heterogenously (10%); (5) social maturity (8%); and (6) miscellaneous methods for selection (6%). The most frequently suggested teaching strategy is curriculum integration. Other strategies include: peer tutors, careful planning, learning centers, learning contracts, teaching one grade level to entire class, integrating socially, and using teaching assistants. Effective implementation of the teachers' suggestions probably will make teaching a CC a reward rather than an undesirable assignment. (LP)