This article reports on an Irish study that examines the teaching of large, introductory-level sociology courses at a research-intensive university. The study's aim was to ameliorate some of the problems associated with large classes by applying key lessons from the U.S. literature to an Irish setting. Overall, the initiative was successful; attendance improved, student evaluations were positive, and the numbers of students continuing with sociology increased. The study illustrates that these lessons can be applied successfully in countries with a broadly similar sociology curriculum and suggests that there is scope to extend what Howard (2010) calls "the teaching and learning movement in sociology" beyond the United States. The results indicate that simple changes lead to gains in student learning. There is therefore a value in sociologists exploring the transferability of other techniques that may be applicable to the Irish classroom. (Contains 2 tables and 1 figure.)