In October, during the final 2012 U.S. presidential debate, the topic of class size came up within the context of global competitiveness. Although the candidates were mainly arguing the benefits of small classes in K-12 education, the issue deserves attention within higher education. With the growth of online classes, including massive open online courses (MOOCs), and with the creep upward in class size of many institutions that have faced budget constraints in recent years, it is worth asking whether class size matters in college courses. Do the learning objectives, teaching methods, teacher standards, and workload expectations vary, depending upon class size? Do students’ learning, motivation, and work habits in large classes match those in smaller classes?