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Instructor performance plays a critical role in fostering student learning. Unlike the postsecondary level, many states in the United States, have substantially regulated class size in the p-12 education system with the aim of enhancing quality learning. Thus, the purpose of this research paper is to examine the correlation between instructor evaluations and class size in tertiary institutions as the findings can inform regulatory decisions regarding class sizes in postsecondary facilities. The study reviewed 97-course evaluations garnered in the Fall of 2019 from a Midwest University. The feedback of students, undertaking physical, and virtual classes, was considered regarding teachers' performance. Different course evaluations included in the study were adjunct faculty, full-time faculty, graduate level, and undergraduate level course assessments. The research findings depicted a negative correlation between class size and instructor evaluation, positing that teachers teach the same way in smaller classes as they do in larger classes. Nonetheless, the study results showed that the sizes of conventional virtual classes had a lower correlation with course performances compared to traditional face-to-face classes. In the latter, there was more engagement between teachers and students, as the latter appeared to be more active than in online classes. With the technological effect that Covid-19 has brought forth in online learning, population sizes of online classes have changed. Therefore, considering the data used for the research was collected preCovid-19, it is essential that future studies pay considerable focus on the quality of evaluation of virtual classes to help with directing of school budget allocations toward online learning. [ABSTRACT FROM AUTHOR]