Multigrade clasess are organised for students of two or more different education levels that are simoultaneously taught by a single teacher. In that process, direct and indirect instruction are being combined. That kind of teaching is most often organised in rural or island schools. Given the teaching competence of students who are prospective teachers, their assessment of the quality of the observed teaching needs to be taken into account. This study aimed at exploring the prospective teachers' assessment of the quality of teaching that takes place in a multigrade classroom; their attitude towards employment in such environment; and the potential differences in their assessment based on their classroom experience while they were primary school students. A questionnaire was filled in by 158 students in their 3rd, 4th and 5th year of teacher studies at the Faculty of Education (Univeristy of Osijek). The results suggest that the majority of students do not perceive multigrade classes in a negative way, but they are reluctent to work in such envinronment. In addition, there is a statistically significant difference in the assessment of teaching quality in the multigrade classrooms expressed by students with different experience during primary schooling, i.e. prospective teachers who themselves have been educated in a multigrade classroom tend to percive the quality of teaching that takes place there in a more possitive way compared to the students who have been educated in a monograde classroom.