Although large classes in and of themselves are pragmatic for universities, they can be challenging for both students and instructors. The purpose of this study was to investigate pedagogical strategies that instructors teaching large classes can utilize to create positive student-instructor interactions to counter these challenges. Both quantitative and qualitative data were collected by means of two online surveys with undergraduate students enrolled in two large consumer studies courses. The data suggested that strategies such as self-disclosure, caring leadership, and making the class feel smaller have positive implications for undergraduate students, faculty, the department, and the university.