The purpose of this study was to determine if by alternating certain classes biennially the number of different teaching preparations could be reduced thus decreasing the teachers' load. The study also attempted to ascertain the effect this type of scheduling had upon the attitudes of teachers and students toward these classes. A further attempt was made to determine if mixing students from two grade levels resulted in the younger student being penalized with respect to his cumulative grade point average. The significant conclusions that can be drawn from the results follow: Teachers, generally, thought well of the project and desires to participate in it. Although some teachers expressed reservations about the project there were none that could not be removed by correcting the problems expressed. At the conclusion of the study most were in favor of continuing the project. By alternating classes biennially which were normally taught annually the class preparation load for teachers participating in the project was reduced and this basic quest of the project was, in fact, met. Students were not aroused unduly by the experimental nature of the project but sensed the need for long-range planning and increased guidance in setting up their schedules. They did not object to being combined with other grade levels in the project classes. Contrary to administrative expectations, however, the younger students did tend to receive lower marks in the project classes. Achievement progress as measured by the use of standardized tests revealed no significant difference between students in the experimental school and those students in the control school.