This issue contains 12 articles written by teachers who have investigated various aspects of the multilevel question in their own classrooms. "The Multilevel Question" (Lenore Balliro) provides an introduction. "Deconstructing the Great Wall of Print" (Richard Goldberg) investigates reading strategies that allow students with a wide range of reading abilities to work on similar material. "Multilevel Classes" (Lenore Balliro) offers 10 practical suggestions from classroom experience. "Putting the Pieces Together in a Multilevel Class" (Judy Waters) presents results from a quilt project in a multilevel class in English as a second language (ESL). "A Teacher Steps Aside in the Multilevel Classroom" (Emily Singer) recounts how a teacher turned a crisis situation into an opportunity for students to pull together as the teacher relinquished more authority in the classroom. "Learning to Cooperate/Cooperating to Learn" (Marta Mangan-Lev) examines why cooperative learning works in some ESL classes and presents obstacles in others. "Why Teach in Groups Instead of Individualized?" (Janet Stein) lists advantages of group work. "When the 'Tried and True' Doesn't Fit" (Cara Streck) considers when it is profitable to group students and when it is not. "A Baker's Dozen" (Joan Bruzzese, Nellie Dedmon) lists 13 reasons for individualized math classes. "What Does It Take?" (Martha Merson) focuses on ways in which learners may or may not take responsibility for getting their needs met in a multilevel class. "Not So Inexperienced After All" (Tom Lynch) and "Was It Worth It?" (Margaret McPartland) discuss experiences with staff development activities. Two columns answer teachers' questions about multilevel classes. (YLB)