The relationship between class size and academic performance is a relevant topic in the debate of educational strategies and optimal resource allocation. This analysis reviews economic literature to explore the implications and effectiveness of reducing student-to-teacher ratios. Teachers and parents prefer smaller classes, allowing for more personalized attention and better management of potential classroom disruptions. However, research shows that while reducing class size positively impacts student learning, this effect is limited and comes with significant budgetary costs. Reducing student-to-teacher ratios in the early years of education, such as in preschool and primary levels, and disadvantaged areas, or implementing strategies like small-group tutoring, are presented as options with a superior cost–benefit ratio compared to general class size reduction. Future research could focus on the interaction between class size and teaching practices, the incorporation of technology, and pedagogical innovations to develop more comprehensive and effective solutions for improving academic performance.