Two basic reasons for concern over classroom size are the desire to optimize learning conditions and the tremendous impact of class size on school finances. The first reason of concern is not as well defined as the second. Rather than looking for the optimum figure, as has been done in the past, the question should read "Best classroom size for what ends and under what circumstances?" New methods of classroom organization and staff utilization which include team teaching, nongrading, flexible scheduling with large/small group and independent instruction, use of paraprofessional personnel, and vertical and horizontal grouping have been considered among the variables in recent analyses of classroom size. Related to these considerations are grade level classes from kindergarten through college. A literature review of this research is accompanied by recommendations, standards, and written policy statements of educational bodies. (LN)