Problem The purpose of this study was to analyze the effects of multigrade grouping on self-concept, social-emotional development, readiness development, and achievement at the kindergarten level. The need for this study arose from the mandate from the State Board of Education concerning kindergarten education in Virginia. Since school divisions may be inclined to combine kindergarten and first grade children to financially accommodate this mandate, research was needed to assure those making such decisions that there are at least no major detrimental effects on the growth of kindergarten children placed in the multigrade classes. Procedure The study encompassed the entire (N=l83) kindergarten population of Grayson County for the school year 1972-73. The experimental group consisted of (N=31) kindergarten children organized in three multigrade groups with first grade children. The control group consisted of (N=152) kindergarten children arranged in seven singly graded classes. Four instruments were used to secure data for the study. Readiness scores were secured by use of the Metropolitan Readiness Test. The Behavior Inventory was utilized in determining social-emotional development. The Stanford Early School Achievement Test was administered to determine achievement scores. The Self-Concept and Motivation Inventory furnished the scores for the comparison of self-concept. Since the entire population of kindergarten students in both the multigrade and traditional groups were used in this study, inferential statistics were inappropriate. The hypotheses were tested by comparison of population means. The differences between these means were actual differences. Conclusions The seven hypotheses tested to ascertain the effects of multigrade grouping at the kindergarten level on self-concept, social-emotional development, readiness development, and achievement were derived from the thesis that kindergarten children in a multigrade setting will develop a more positive self-concept and progress faster in the areas of social-emotional development, readiness, and achievement than kindergarten students in the traditional setting. The conclusions which emerged from this study were as follows: 1. Kindergarten children in multigrade groups score only slightly higher on self-concept than kindergarten children in traditional classrooms. 2. Kindergarten children with high self-concept score only slightly higher on social-emotional development than kindergarten children with low self-concept. 3. Kindergarten children with high self-concept score only slightly higher on readiness development than kindergarten children with low self-concept. 4. Kindergarten children with high self-concept score only slightly higher on achievement than kindergarten children with low self-concept. 5. Kindergarten children in multigrade groups score only slightly higher on social-emotional development than kindergarten children in traditional classrooms. 6. Kindergarten children in multigrade groups score only slightly higher on readiness development than kindergarten children in traditional classrooms. 7. Kindergarten children in the traditional groups score only slightly higher on total achievement than kindergarten children in multigrade groups. 8. Boys, older children, and children from small families in the multigrade groups score only slightly higher on self-concept, social-emotional development, readiness development, and achievement than boys, older children, and children from small families in the traditional groups. 9. The results of this study lead to the conclusion that the types of classroom organization studied (single grade or multigrade) have little or no effect on self-concept, readiness, social-emotional development or achievement. There would appear to be other variables that result in the development of these factors. / Ph. D.