This paper discusses the question of why and how class size can make a difference to teaching and learning from the students' perspective. Secondary school contexts and, in particular, the students' own voice on the issue of class size represent an under-researched area for class size studies. This paper draws on data from three case studies that examined secondary school English classes in Hong Kong (one large and one reduced-size class in each case). Both classes were of the same grade and taught by the same teacher. This paper positions the case studies within a broader context that focuses on class size and the processes that appear to be mediated by class size reduction. It also draws on interview data and findings from classroom observations. Notably, these data all suggest that students perceive smaller classes as being able to foster a greater sense of belonging and cohesion in their classroom, closer relations with teachers and enhanced participation levels in classroom activities. Crucially, findings also suggest that smaller classes can help to overcome some key cultural obstacles to learning such as language learning anxiety and the issue of "face". Some implications for teachers, trainers and researchers are also presented. (Contains 2 tables.)