Multi-class teaching is a common phenomenon in small schools not only in Fiji, but also in many countries. The aim of the present study was to determine the teaching styles adopted by teachers in the context of multi-class teaching. A qualitative case study research design was adopted. This included a school with multi-class teaching as the norm. Data for the study was gathered by means of non-participant observation and interviews from the population of teachers in the case study school. A purposive sampling technique was employed for the purpose of the study. Analysis of the feedback obtained show that the teachers in the case study school generally carried out the teaching/learning process using transmissive approaches. A number of factors have influenced these teachers to take this position, such as lack of professional preparation and limited resources for teaching and learning. The findings have implications for the delivery of basic education in rural schools where multi-class teaching is the norm and it is suggested that some in-depth training is needed to equip future teachers to cope with multi-class teaching.

Key words: Multi-class, basic education, pedagogical practices, rural education, Fiji.