Large class sizes have been a topic of continuing discussion for many years between parents, teachers, and legislators. This literary review aims to analyze the effects of large class sizes and the need to investigate their relationship to students' achievement gap, socio-emotional development, and teacher effectiveness in low socioeconomic schools. Prior research, such as the Tennessee STAR Experiment and the California Class Reduction Act, have demonstrated benefits in closing the academic gap in k-3 students who participated in smaller classrooms but failed to identify the effects on socio-emotional development and teacher effectiveness. While some studies focus on teaching strategies and classroom management to combat significant class sizes effectively, most do not successfully address the teaching obstacles in large environments. The impact of benefits in reducing class sizes and recommendations for future research are also discussed.