The practice of mixing grade levels in school settings is increasing (Nishida, 2009) and one third of classrooms worldwide already combine two or more grade levels (Cornish, 2006a). However, many teachers are assigned such mixed-grade groupings without training, and there is some evidence that this may be particularly true for art teachers (Broome, 2009a). The purpose of this article is to share the stories of three art educators who have experience working with multiage groups. The intention is to contribute practical suggestions-but not mandatory axioms-to others in similar teaching situations. Since our approach involves the telling of individual stories and then identifying common themes within these narratives, elements of narrative inquiry (Clandinin & Huber, 2010) and multiple case study analysis (Stake, 2006) have been incorporated into our methods for presenting and interpreting these experiences.