A comparative investigation of the place of the sixth grade in public education used a shadow study technique to address three questions: (1) What is a sixth grader's day in school like? (2) In what ways do programs provided for sixth graders differ, depending on where the grade is located in the school system? (3) How does what is known of the nature and needs of sixth graders match up with the program actually provided? Findings indicated that three types of sixth grade exist: (1) the traditional, self-contained, elementary-oriented, single class group taught by one teacher; (2) the departmentalized sixth grade, secondary in nature and form, in which the student group moves from class to class to receive instruction from different specialist teachers; and (3) the teamed sixth grade, in which instruction in basic subjects is provided by a team of two to five teachers who cooperatively plan the program. Generalizations from the data concern the types of instructional arrangements, the sixth grade in general, and where the sixth grade should be located in the structure of schooling. It was asserted that no justification exists for using full departmentalization in the sixth grade, and that the self-contained elementary-oriented program is equally unwise. The strong socialization drive of sixth-grade students should be used positively in the pursuit of learning. (RH)