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Looping is the practice of a teacher staying with the same group of students for two or more years. It may also be referred to as multiyear teaching, teacher rotation, multiyear placement, and a variety of other names. This thesis examines the experience and effects of looping in the elementary classroom. An overview is provided of historical and international examples of looping, followed by a summary of the literature focusing on the advantages, disadvantages, and spiritual basis of looping as an alternative teaching method. Research conducted in three elementary school classrooms is summarized, which included 3 teachers, 22 parents, and 17 students. Research methods involved interviews of teachers and students and a parent questionnaire. Parent, teacher, and student perspectives are examined. Teachers, parents, and students in this study held mostly positive opinions of looping. Recurrent themes among the three groups included: increased comfort with school during the looping cycle; having closer relationships among teachers, parents, and students; using more consistent and established discipline and management systems; students receiving academic benefits; and having a better ability to meet students ’ needs, both academic and social