Grade retention data were collected from the Campbell River, British Columbia schools to determine the prevalence of retention and its effect on school completion. An extensive survey was administered to 52 parents and 204 educators to assess attitudes towards grade retention. Individual interviews were conducted with eight teachers from various grade levels. The results indicated that: (1) of 50 students recommended for retention, 21 were in fact retained, most at the kindergarten and first grade level; (2) retention was a significant predictor of dropping out of high school; (3) retention was most common in the first grade and other primary grades; (4) the ratio of boys versus girls retained was 8 to 5; (5) 48% of boys and 37% of girls who were retained were chronologically younger, having birthdays in October, November, or December; (6) parents felt that the difficult retention and promotion decisions should be made by the teacher, parents, and principal. Parents also suggested, among other comments, that staggered entrance into kindergarten and first grade in September and January might be helpful. Teachers expressed concern about the effects of retention on self-esteem; the school readiness of boys, especially those with late birthdays; and the support of parents in making the retention decision work. (Suggestions for policy and the survey instruments are included.) (Author/GDC)