This article presents an action research conducted by a group of teachers comparing multiage with same-age interactions of children, especially among toddlers. The research involving 31 children ranging in age from two through five-and-a-half was conducted under optimal conditions, with small groups, low teacher-child ratios, and highly trained teachers. The research found that dominance behaviors (hitting, kicking, spitting, taking or demanding objects, etc.) were significantly less prevalent in multiage groupings than in classrooms of same-age peers. The children in the multiage groups also demonstrated higher rates of language exchange--talking to each other and imitating speech--than children with same-age peers. The findings, however limited, raise interesting issues and as action research served to: (1) increase teachers' collective confidence in looking for answers to questions in the environment rather than blaming children; (2) demystify research and convert it from something that is out there to a tool that is available and useful to classroom teachers; and (3) open the door to further inquiry by giving teachers permission and encouragement to examine practices that they had accepted as givens. More refined research can help teachers learn more about how the size and age composition of groupings affects children's behavior.