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The purpose of this study was to examine the impact of retention on the academic performance of students retained in the third and fifth grade during the 1985-86 school year. A follow up study was used to analyze changes in academic test results. Another purpose was to interview teachers who had retained students and teachers who had taught the children the next school year to determine what changes occurred in instructional practices. Forty retained students of Northeast Tennessee were matched according to sex and similar scaled scores on the Stanford Achievement Test. Scores were compared by grade and by year from 1986 through 1989. An interview guide was used to collect responses from teachers. Answers were categorized according to physical, social, academic, behavioral, emotional, programmatic and, instructional factors that were common to retained students. Findings indicated there were no statistically significant differences in test scores for students who had been retained, verses students who had been promoted two years after the retention occurred. Findings also indicated minimal programmatic interventions were conducted for students during the second year in the same grade. The primary factors teachers listed for causing students to be retained were lack of academic performance in the regular classroom and lack of listening and attention skills. Most teachers relied upon physical, social, and behavioral maturity to aid students in their academic success, rather than different instructional interventions.