Information and suggestions are provided on the use of team learning in large college classes. Introductory material discusses the negative cycle of student-teacher interaction that may be provoked by large classes, and the use of permanent, heterogeneous, six- or seven-member student learning groups as the central focus of class activity as a method of breaking this cycle. The next sections briefly examine the formation of groups; the sequence of instructional activities (i.e., individual study followed by individual exam, then group discussion and exam, lecture, and application-oriented activities); the organization of course material so that each topic provides a conceptual framework for the next; and the development and management of group-oriented classroom activities such as tests, problems, case analyses, and role plays. After commenting on the importance of ensuring sufficient space and time for group work, the paper discusses two methods of providing feedback and handling student challenges. The final section summarizes the results of team learning in large classes, focusing on the in-class and out-of-class benefits for students and instructors. Benefits for students are seen in their active involvement in the learning process, the provision of immediate feedback, ready access to individual help, and the opportunity to work on challenging problems. (LAL)