Multiage settings are alternative educational groupings that promote complexity in young children's thinking. Grouping children across ages and grades encourages interconnectedness in social and intellectual development. This study compared the academic achievement of one group of multiage students to national norms on standardized achievement tests. The Stanford Achievement Test, 9th edition, was used as the standardized instrument. Analysis of the data revealed no significant difference in scores in reading and mathematics. However, a difference did exist in language scores. In addition, mixed group processing of linguistic and nonlinguistic problems from Odyssey of the Mind were analyzed, using independent samples t test for creativity, group cooperation, and problem solving. Significant levels of interaction were found. (Contains 3 tables and 3 figures.)