We recently submitted a paper to the Journal of Psychological Inquiry that focuses on the utilization of undergraduate learning assistants (ULAs) in Introductory Psychology classes at Missouri State University. The research has identified many problems for students associated with large class sizes. These large classes unfortunately limit opportunities for interaction among students and faculty. Missouri State University has implemented a program that utilizes ULAs to help increase interactions between course staff and students. Additionally, this course has reaped additional benefits that are discussed. In this manuscript, we review different ways in which large courses hinder student success and discuss different ways to implement undergraduate assistants. Additionally, we examine data reported by prior studies examining the effectiveness of ULAs. The finalized manuscript will soon be uploaded to Open Science Framework at the following link: