In 1986, the Tennessee legislature authorized the Student/Teacher Achievement Ratio (STAR) project. At the end of the school year, interviews were held with teachers from kindergarten through third-grade levels on their perceptions of teaching either in a small class, in a regular class with a full-time aide, or in a regular class. The following categories of teacher perceptions were identified: (1) grouping of pupils' (2) physical and social climate, (3) learning centers and activities, (4) classroom management, (5) pupil evaluation, (6) teacher morale, (7) pupil achievement, (8) instructional practices, (9) teacher planning, and (10) teacher/student relationship. Time was a dominant theme observed throughout small class and regular/aide class teacher interview responses. The amount and pace of academic content covered was the most pervasive time related difference noted by all of the small class teachers. Increased opportunities for more individualized instruction emerged as a second dominant theme when small and regular/aide class teachers talked about differences between teaching in a small or a regular size class. A discussion is presented on findings in each of the identified categories of teacher perceptions. (JD)