This article examines the nature of first-year international relations (IR) teaching in Australia. Cost pressures in the university sector have been met by economies of scale with foundational classes becoming very large, often with hundreds of students. The article critically reflects on current strategies for teaching these courses to meet the challenge of providing an engaging and high quality learning environment in large classes with widely fluctuating student entry scores, university preparedness, and educational capital and language competence. The article argues that a successful approach to improving the quality of first-year IR teaching and to accommodating the diverse learning needs of all students is to run these courses in multiple streams, with one dedicated to providing a richer, more active IR learning experience. In the era of ‘massification’, allowing students a level of guided autonomy in aligning their learning preferences with teaching methods is likely to increase engagement and motivation, thereby improving retention and degree progression.