This study attempts to measure the perceptions of preservice teachers concerning the use of grade retention. Findings suggested preservice teachers had an overall positive view of grade retention because they believed it prevented future failure, helped maintain standards, and assisted students who struggled with language arts. This was especially true for preservice teachers acquiring early childhood certification. Respondents perceived grade retention as necessary for students who are struggling academically, had low ability, and were immature. Preservice teachers viewed parental involvement as the most effective intervention in deterring the use of grade retention.