The major objective of the study was to assess students' perceptions towards EFL large classesrnin terms of its instructional, psychological and social aspects and their perceived challenges.rnTo this end, two preparatory schools were selected owing to their convenience for the study,rnthe researchers' familiarity with the situation and the serious situational constraints relatedrnto EFL large class size with special reference to grade eleven.rnTo achieve the purpose of the study, a descriptive research method was employed because thernmain objective was just to gather information about students' perceptions and their perceivedrndifficulties. Likert-scale type questionnaires and semi-structured interviews were employed torngather adequate data from the student respondents, but only open-ended and close-endedrnquestionnaires were distributed to eight randomly selected EFL teachers to confirm datarnobtained from their students. The instruments were piloted before the main study on 20rnstudents and some modifications were made on their grammar and wordings, but six itemsrnwere rejected. Out of 1545 students, 155 were selected as samples through simple randomrnsampling technique and ten of them were voluntarily selected and interviewed. The datarncollected through Iikert type questionnaires were analysed through descriptive statistics likernfrequency, percentages and means. Data gathered through interview were analysed throughrndescriptive statements. The data gathered through questionnaires were substantiated by therndata obtained through interview.rnThe findings revealed that most of the student participants had a clear picture of thernsituational challenges and benefits of EFL large class. The majority of the respondents'rnperceived large EFL class negatively in general. Most of the student respondents perceivedrnthe instructional and psychological aspects negatively, but they perceived the social aspectsrnpositively and favourably. It was also found that the majority of them believe that learning inrnEFL large class affects their English learning negatively because of its constraints. Most of thernstudent interviewees expressed their opinion that class size matters beyond quality ofrnteaching and their teachers too! The findings indicated that the perceived difficulties of mostrnof the participants were: lack of continuous assessment, getting immediate feedback,rnavoidance of practical skills (writing and speaking) focus on usage than language use, lowrnactive student involvement, less students learning, problems of rapport, no use of teachingrnaids,failure of teachers to effectively various use active learning and motivational strategies,rnlack of motivation, concentration, confidence and student-teacher interaction. The resultsrnrevealed that EFL large class related constraints can be alleviated through changing style ofrnteaching fiexibly, class size reduction, effective use of teaching strategies, and use ofrncompetent and potential EFL teachers, communicating and working cooperatively withrnstudents.rnFinally, it was suggested that EFL teachers should be provided conferences and specialrntraining regarding how to teach large class, change their approach to EFL large class andrntheir own as well as their students' negative perceptions towards such classroom situation!