This thesis delves into the relationship between class size and educational outcomes, aiming to shed light on the impact of class size on student achievement. The research utilizes a combination of literature review and a case study centered around a small class setting. By synthesizing existing academic works, this study provides a comprehensive analysis of the current knowledge and research gaps concerning class size effects. The literature review examines various theoretical frameworks and empirical studies, exploring both the positive and negative effects of class size on educational outcomes. It investigates factors such as student engagement, teacher-student interaction, personalized instruction, and classroom management, which may be influenced by class size. Additionally, a detailed case study is conducted within a small class environment, allowing for a closer examination of the dynamics at play. The study incorporates data collection methods such as surveys, observations, and student assessments to assess the impact of class size on academic performance, student satisfaction, and overall learning experience. The findings of this research contribute to the existing body of knowledge by providing a comprehensive understanding of the relationship between class size and educational outcomes. It offers insights into the potential advantages and challenges associated with small class sizes, highlighting the importance of individualized attention, increased student participation, and effective pedagogical strategies. The implications of this research extend beyond academia, as policymakers, educators, and stakeholders can utilize the findings to inform decision-making processes related to class size considerations. The results may guide the development of evidence-based policies and instructional practices that optimize learning environments and enhance educational outcomes.