This study aims to analyze the implementation of multi-grade learning and identify its supporting and inhibiting factors, especially after the Regulation of the Minister of Education, Culture, Research and Technology (Mendikbudristek) No. 56 of 2022. The research was conducted at Public Elementary School Sukapura III, Sukapura District, Probolinggo Regency. The data analysis technique in this study used qualitative descriptive analysis techniques. This study found that the Multi-grade Learning policy has been implemented with various challenges and supports. Effective communication between central and local governments facilitates understanding and implementation of the policy. However, limited resources, such as the number of teachers and facilities, challenge teaching effectiveness. Positive teacher and student dispositions contribute to successful learning, while school organizational structures are supportive but require management adjustments. Implementing factors include socialization, human resources, commitment, facilities, and bureaucratic structure. The main obstacles are ineffective information transmission and suboptimal educator welfare. This research is expected to contribute to teacher training, resource strengthening, policy monitoring, stakeholder communication, and curriculum adaptation to improve the effectiveness of multi-grade learning at PUBLIC ELEMENTARY SCHOOL Sukapura III.