Four coorientation variables--congruency, accuracy, agreement, and feelings of being understood--were examined after each of 15 meetings of a discussion group composed of 12 graduate students in education. It was hypothesized that group members' accuracy and agreement regarding salient group issues would increase over time, and that congruency and feelings of being understood would begin at a relatively high level, decrease in early sessions, then increase throughout remaining sessions. Trend analysis revealed trends similar to those predicted, but the small amount of variance accounted for by the trends and a qualitative examination of group events suggested an impact of variables other than time spent communicating on coorientation change. Accuracy began low and increased somewhat linearly throughout the semester. Congruency began relatively high, dropped quickly, increased steadily, and then decreased at the end of the semester. The trend in feelings of being understood was difficult to interpret, probably due to the measure's relative abstractness. Analyses of the dependent variable accuracy revealed the unexpected finding that agreement accounted for about 7% of the variance, while "session" (time), congruency, and feelings of being understood accounted for less than 1% each, thereby implying that early agreement/disagreement may affect later accuracy/inaccuracy. (RL)