A guide to teaching the large introductory college course is presented. The primary sources of information were the experiences of faculty members teaching large introductory courses (100 or more students) at Kansas State University. Faculty members provided responses concerning the special pedagogical problems faced by teachers of the large introductory courses, solutions to problems, and general recommendations for teachers. Participants identified four main problem areas: student anonymity, student heterogeneity, utilizing teaching assistants, and testing and grading. In the large introductory course, the individual student frequently feels that he or she is occupying a space in a huge room and that nobody knows or cares. Students can differ in these courses because of ages, different degrees of abilities and preparation, academic interests, and motivation. A problem exists because graduate students who assist in the instruction of a large introductory course frequently have little teaching experience. The large course that responds to the constraints of size by relying on objective, computer, or other machine-scored examinations often faces some student resistance and resentment. Approaches to dealing with these problems are presented, including subdividing the groups or using "modular" instruction. (SW)