The purpose of this case study was to explore the social-emotional effects of looping in a multiage program at a Title 1 Elementary School with a high population of multilingual learners. The Elementary School was located in a neighborhood within the southeastern portion of the United States of America. The research questions were "How do stakeholders (parents, administrators, and teachers) view the impact of a multiage program using a looping model at a Title 1 school?" and "How do stakeholders view the child's social-emotional skills being affected by looping in the multiage program?" The researcher sent open-ended questionnaires to parents, teachers, and administrators who participated in the program. Fifteen parents, three teachers, and two administrators completed the questionnaires. Other artifacts that were analyzed were attendance reports and discipline reports. The data was analyzed using a thematic approach. The major themes that emerged from the questionnaires were positive parent-teacher relationships, positive student-teacher relationships, growth in social-emotional learning, and increased motivation while in the program. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]