Multigrade classrooms are prevalent in Benin's educational system, offering multiple grade levels within a single classroom. This approach is designed to maximise resource utilization and teacher capacity but may present unique challenges for learning outcomes. The study employed a qualitative approach, analysing data from interviews with teachers and students, as well as observations of classroom practices. Focus groups were conducted to gather participants' perspectives on learning experiences in multigrade settings. The findings suggest that effective collaboration between teachers from various grades, combined with targeted interventions to engage all students effectively, can significantly improve educational outcomes in multigrade settings. Educators should prioritise continuous professional development opportunities for teachers working in multigrade classrooms. Additionally, the integration of technology and innovative teaching methods could further support student learning within these challenging environments.