This research is a qualitative study of elementary students who have been retained in grade. A critical analysis of marginalization and stratification in education is illustrated through narratives and interviews. A review of the historical, social, and political context of educational bureaucracy and the reliance on grade retention to increase student achievement provide a framework to better understand the stratified nature of our schools. The students provide clear examples of marginalization by illuminating their perceptions of their teachers, peers, and schools as well as their position on the hierarchical ladder of their school. Grade retention continues to be used and even mandated by state laws across our country. The policies and practices that support the use of grade retention fail to recognize the overwhelming research that discounts its effectiveness. I surmised that the utilization of grade retention, like other practices that sort and stigmatize students, results in the retained students making up the bottom tier of the stratified social system at school. This dissertation reflects the efforts of one researcher to contribute to the understanding of the lived experiences of seven children in three suburban elementary schools in the Midwest who had been retained in grade. The marginalizing aspects of retaining students are highlighted through the experiences of these children within their schools. Their stories also illustrate how they struggle to fit in and yearn to belong. [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.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]