實施混齡／跨年級教學已成為小校面對少子化問題的重要因應策略，為了更全面瞭解現場教師在臺灣執行混齡／跨年級教學之實務經驗與觀點，此研究採用問卷方式進行調查，回收193份，並以量化、質化並重的方式，探究參與教師之教學背景與經驗、做出此選擇的原因、在教學現場如何執行、如何處理此情境所帶來的挑戰與困難，以及在此歷程中，混齡／跨年級教學對其自身或學校所帶來的負擔、收穫、影響為何。根據問卷調查結果顯示，臺灣目前所實行的混齡／跨年級教學之教學型態以「全班授課」為最多數，而「課程與教學設計」與「學生學習狀況問題」是較常遇到的困境，包括如何建構課程與教學設計，克服時間問題，以及提升學生學習。然雖然面對困境，多數教師也能運用專業與內外部的資源，尋找可行的解決方案。最後，則針對教師目前的實施狀況與經驗，討論相關要點與提出建議。

In recent years, education implantation in rural areas has become one of the most discussed issues worldwide. Among various proposed strategies, mixed-age/multi-grade teaching is considered the most effective one. Therefore, a large-scale survey was conducted in the current study to explore teachers’ perspectives on and experiences in mixed-age/multi-grade teaching. Our survey results showed that Taiwanese teachers mainly adopted “whole-class teaching” when conducting mixed-age/multi-grade teaching. The commonly-seen challenges were “how to implement mixed-age/multi-grade teaching in the classroom” and "how to deal with issues related to student learning". While teachers perceived the need to overcome certain challenges, they were also aware of the importance of improving and adapting their instructional approach to accommodate this growing trend. The study's findings revealed Taiwanese teachers’ perspectives on implementing mixed-age teaching and are expected to offer insights for future research in rural education and policy.