Findings from a survey of undergraduates demonstrate links between students' experience level and their perceptions and expectations of large classes. The authors made a number of hypotheses, including that students prefer active-learning experiences but expect passive-learning experiences, that experienced students prefer large classes but demonstrate less commitment to them, and that students view low-level skills as more important than high-level skills in large classes. Findings supported the hypotheses, and implications of these findings as they relate to pedagogy in large classes are discussed. (Contains 5 tables and 2 notes.)