This study investigated the following: (1) What are college students' perceptions of in-class activities or the way face-to-face class contact time is used? and (2) Do students' perceptions of the above differ based on amount of teaching experience they have had? Examined were the value or helpfulness of specific class activities in terms of helping students understand concepts and course material and whether the activities were perceived as enjoyable, motivating, and a good model for future classroom use. Findings indicate that students clearly remembered the class activities and perceived them as a valuable use of class time. Certain activities were consistently rated higher than others. The amount of teaching experience of the students had little effect on their perceptions. The study provided support for continuing the use of the activities studied and indicate which ones should be modified or eliminated. It also provided strong support for the involvement of students in determining certain aspects of the course. (Contains 2 tables and 1 figure.)