Looping, or multi-year teaching, is the pedagogical practice of allowing students and teachers to remain together for 2 or more years. This 2-year case study investigated looping practices and perceptions of looping among eighth-grade middle school students, teachers, and parents. Data from two middle schools were collected in the second year of looping through interviews with 12 students, 4 teachers, and 11 parents; surveys of 214 students, 9 teachers, and 75 parents; and videotapes of looping classrooms. Findings revealed that 80 percent of participants reported positive results from looping related to ease of transition into eighth grade, enhanced sense of knowing about the students' needs, better accountability, more sustained peer and teacher-student relationships, more effective curriculum planning, and enhanced parent involvement. Twenty percent of students and parents preferred having different teachers every year. Students believed they should have a choice about looping. (Ten appendices include interview and survey questions and a compilation of student survey responses. Contains 183 references.) (Author/KB)