Nonpromotion of elementary school students is a highly controversial and emotional issue, and a vast amount of literature has been devoted to the topic. With the current emphasis on raising academic standards in public schools, more and more educators are viewing "social promotion" with disfavor. This study was conducted to determine current attitudes toward grade repetition. Data were gathered through an attitude questionnaire completed by 11 male and 20 female education graduate students, most of whom were teachers, at the University of Alaska at Anchorage. In general, subjects felt that both social maturity and academic achievement should be considered in promotion decisions, that grade repetition can be ultimately beneficial to students, and that promotion should not be automatic. Subjects also were given case descriptions of six elementary students and were asked to indicate whether they should be promoted or retained. When all six student cases were combined, 61 percent of the male subjects, as opposed to 44 percent of the female subjects, recommended promotion. A comparison between subjects with primary and intermediate grade emphasis showed that 55 percent of those with primary emphasis favored retention, as compared with 48 percent of those with intermediate emphasis. Respondents' comments indicated that parents should be involved in the promotion decision-making process. (CB)