Multigrade schools have tended to be regarded as inferior to mono grade schools with regard to pupil learning in both developed and developing countries. This article reports on a study of pupil instruction in multigrade and monograde classrooms in the Turks and Caicos Islands, a small Caribbean territory. It finds that multigrade teachers are more aware of the diversity of learning needs in their classrooms and use a wider variety of teaching strategies than their monograde counterparts.