A bibliographic study was made of current research on class size, providing an historical overview of selected class size studies and a review of conclusions applicable to class size. A central theme which runs through the literature concerning class size reduction is that academic achievement does not necessarily improve when student-faculty ratios are reduced, unless appropriate learning styles and effective teaching styles are utilized. It is evident that no single class size is best for all levels of education and all subjects. A number of factors must be considered, such as subject taught and grade level, when considering the best class size. The literature indicates the need for additional study on class size related to the myriad variables which affect the best class size, particularly studies conducted over a long period of time. (JD)