This study examined teachers' and parents' perceptions of pedagogical successes in, and problems with, the implementation of mixed-age classes in primary education. Questionnaires were completed by 44 teachers in 2 British Columbia school districts, and by 41 parents of children in mixed-age classes in those districts. Some of the teachers were teaching mixed-age classes. Both teachers and parents more frequently reported benefits than concerns for children in mixed-age classes. Teachers showed a general understanding of the philosophy supporting mixed-age grouping, but were less clear about the ways in which mixed-age grouping supports peer tutoring, and about the benefits of mixed-age grouping for the older children in a class. Teachers identified mathematics as the curriculum area most difficult to cover in mixed-age classes. The most frequently reported source of teachers' learning about mixed-age grouping was practical experience, and they also most frequently reported a knowledge of child development as an important quality for a teacher in a mixed-age class. A reference list of 42 items is provided. Appendixes include copies of the teacher and parent surveys, tables of data compiled from responses to the surveys, and anecdotal comments excerpted from the survey responses. (BC)