For a great portion of the history of the American education system, multiage education was the norm in one-room schoolhouses throughout the nation. The current graded, curriculum-centered approach in the U.S. appeared during the mid-nineteenth century with the rapid economic development and massive immigration into the country. Concurrently, some innovators tried to develop child-centered education, which focused on applying a developmentally appropriate practice in a more social and natural learning environment. These efforts led to the current scheme of multiage education, teaching students in a cross-grade group as a whole class and emphasizing individual progress through a developmentally appropriate curriculum. This report discusses benefits/advantages and obstacles/problems of the multiage approach, and models of multiage programs in Kentucky, Michigan, and internationally. Two Policy Perspectives are presented: (1) Primarily Speaking in Kentucky (Joe McCowan); and (2) Multiage in the Era of NCLB (Sandra J. Stone.) Concluding recommendations are offered: (1) High-quality research on the effects of multiage education is needed via a randomized control trial or a quasi-experimental study to validate the existing body of research that generally point to accelerated gains by students in language development, reading, and mathematics; (2) Parent education and teacher preparation are essential; (3) Administrators need to create space for multiage classrooms within the school and to let multiage classrooms exist outside the graded system, optimally as a "school within a school;" and (4) School administrators should consider multiage education as a viable alternative program that should be available to any student who is underserved or not succeeding in the traditional classroom.