Given the pressures on colleges and universities to use large classes as a means to leverage resources while maintaining or even improving student and graduation rates, the present study seeks to identify several key factors that influence student perceptions of course effectiveness in large classes. Students from large sections of a Principles of Managerial Accounting class were surveyed at the end of the semester and across three successive semesters. Survey results were factor analyzed, leading to the development of scales relating to student perceptions of the timeliness of feedback provided on course assignments, instructor-student interactions, and course effectiveness. Timeliness of feedback on course assignments was significantly correlated with perceptions of course effectiveness, as was the perceptions of instructor-student interactions within the classroom. Interestingly, instructor-student interactions outside of the classroom were not significantly correlated with perceptions of course effectiveness, suggesting that efforts to create meaningful interactions between students and instructors should be focused within the classroom.