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The multigrade classroom is one of the hallmarks of rural schools, its pedagogical and organizational characteristics, as well as singularities, make it a particular and heterogeneous educational space. Through open interviews and discussion groups, we recover the voices of pre-school and primary education teachers who develop their practice in educational centers located in rural settings. The main objective of the research is to know the capabilities and weaknesses of multigrade classrooms based on various teaching experiences. The results reveal the contextual, pedagogical, and didactic capabilities inherent to the multigrade classroom, showing an inclusive rural school, cooperative and open to new technologies and didactic methodologies, but they also bring us closer to knowing the weaknesses of the rural school, related mostly to the endowment of human and material resources and the initial and continuous training of the teaching staff, revealing itself as a little-known school by novice teachers, teaching students and university teaching staff.