This article describes the experiences of the first author in the research he conducted in two Harare secondary schools. The objective of the research was to assess the influence of ability grouping on learners. In particular, the research sought to examine how this practice affected classroom instruction, learner performance and the social stratification among learners. A qualitative research methodology was followed during which in-depth interviews were conducted with teachers, administrators and learners. These were complemented with informal conversations, where relevant comm ents were noted. Analysis of relevant documents, observations and limited participation were also employed as means of collecting data. The main findings of this study were that: teachers tended not to prepare thoroughly for the so-called low ability classes; learners placed in low ability classrooms felt that school authorities and learners in h igh ab ility classrooms discriminated against them; learners in high ability classrooms believed that teachers who "bunked" their classes saw them as intelligent enough to learn on their own and that learners in low ability classes were disruptive and did not want to learn; social relationships among learners from the two groups were poor, creating an unhealthy social stratification. It was therefore concluded that the negative aspects of ability grouping outweighed its often professed positive aspects. It is therefore recommended that this practice be re-examined. Background Ability grouping, though not mandated by the National Education Department, is a reality in some of the schools in Zimbabwe. This reality prompted the first author, hereafter referred to as the re-searcher, to carry out a study of the practice of ability grouping in two Zimbabwean secondary schools. A qualitative research methodology was followed in conducting the study. This methodology was chosen because qualitative research methods of collecting data such as in-depth interviews would give the researched individuals opportunity to voice out their own views on the subject of ability grouping, not restricted by the pre-stated formulations based on researchers' own frames of references often guided by theory studied by the latter. The extended contact period of three months with respondents on the site allowed the researcher adequate time to observe activities of the res-pondents and the culture of their schools. Preliminary literature review had revealed that there were two schools of thought on the subject of ability grouping. One school of thought postulated that ability grouping is an organisational strategy that increases learning opportunities for both high ability and low ability learners (Bowles & Gintis, 1982; Abadzi, 1994; Kelly, 1990; Good & Brophy, 1991). According to this school, placing slow lear-ners in a separate group from fast learners allows teachers to adjust their teaching to the learning pace and learning styles of each group. A contrasting view is held by the school of thought which maintains that ability grouping places low ability learners at a disadvantage, and encourages social stratification among learners of different abilities (Oakes, 1982; Makunde, 1986; Marjoribanks, 1986; Meijnen, 1991; Carpenter & Darmody, 1989). The researcher set himself the task of determining the effects of this practice of ability grouping on learners in the Harare secondary schools, to establish which of the opposing views was true in the Zimbabwean situation. In an attempt to accomplish this task, the researcher decided to cover the perceptions and experiences of dif-ferent roleplayers with regard to ability grouping. The research there-fore focussed on the effects of ability grouping on instruction, learning and social stratification, as perceived by administrators, teachers and learners. This study was done in two Harare secondary schools in Zimbab-we, using qualitative research of the interpretative ethnographic de-sign. As a result, the researcher focused on two secondary schools to enable him to conduct an in-depth study of the culture of ability grouping. The site chosen constituted two secondary schools which, according to the Zimbabwean state schools system, belonged to the Group A and Group B type. The Group A schools are located in areas that are inhabited by people of average and above average economic means and the Group B schools are situated in areas inhabited by people of below average economic means. Interestingly, the findings of the research did not reflect any differences which may be ascribed to the dissimilarities in socio-economic cultural backgrounds of lear-ners in these schools.