For many courses, tutorial classes are important part of students’ learning. They are mainly designed to offer students in large classes (usually over 60 students) the opportunity for a more focused discussion and direct engagement with other students and teaching assistants (TAs). Therefore, it is important to make sure tutorial classes address students’ needs and reach the effectiveness that is expected from tutorial classes. However, teaching assistants provide essential support roles in the coordination of large undergraduate tutorial classes, but are often overlooked in discussions of pedagogy, both as aspiring teachers and as continuing learners.In this research, we looked at the overall structure and effectiveness of first-year tutorial classes in design and non-design courses from TA’s points of view at two large Canadian universities; the University of Toronto and York University. The intended outcome of this work is to discuss teaching assistants’ perceptions on tutorial classes, content and pedagogy of distinctive styles of tutorials, as well as strengths and weaknesses of tutorial classes, and any opportunities for improvement.