AIR researchers conducted a descriptive study of station rotation. The study described what station rotation looks like in classrooms, examined perspectives about station rotation, and explored student learning associated with station rotation. AIR researchers found that teachers and principals had positive perceptions of station rotation. Compared to non-station rotation teachers, teachers who use station rotation reported higher levels of differentiated instruction, more availability of data to drive decision making, and a higher quality digital curriculum. However, based on the study sample, the AIR researchers observed no difference in student test score achievement between students in station rotation classes and similar students in non-station rotation classes. Given study design limitations, the field would benefit from additional research on the effect of station rotation on student learning outcomes. [For the practitioner brief, see ED610295.]