This study examined the effectiveness of an instructional format that Involved conducting introductory psychology tutorials in large conventional kdure theatres with over 100 students per cia s. We maximised the u e of ~killed tutors, ' hari n ~ of studem perspectives, and cooperative k arning in delivering interactive, aClive learn ing activities, Studenls (N = 284) wilh in l'm:h class were randomly assigned to smaller groups th'\I were scaled within the same large class environment (Ud'l1l:' rep >ned posi ti e t 'rception of Ihei r learning experience at an end-of-semester survey. Moreover, lhey performed significantly better in a major assessment on III, tUIOrial c mponent than a previous cohort taught in conventional small hllnrial classes. Our fi nding indicate that active learning leehniqlles can " , implemented j ust as effectively in a large class IlJlorial for ilia I. These Illdings have praclica.1 implications for designing CIlSI dfe':livc yel I ','agogica lly vigorous instructional formats for introdlll'(OI'Y I'sYl.'hol(lgy ~I\l! other liberal arts courses.