The influence of class size and course length on student academic achievement has been evaluated. However, most of the studies have been done at the primary education level and their influence on study strategies has not previously been assessed. The data for this study were collected via surveys at the beginning and end of a first year medical school anatomy course. Students in the study were divided into cohorts based on class size and course length and their study strategies were examined. The differences among cohorts were related to the discrepancy between the study strategies students initially thought they would use in the course and the study strategies students reported actually using. This article describes specific differences in study strategies that are related to class size and course length and examines how diverse study strategies may affect the long-term retention of knowledge.