Using small groups with a cooperative class structure is useful and effective for children's active learning. However in this study, with one exception, six children who had experienced peer group dialogue as the principal means of mathematics and physical science instruction for 2 years (third and fourth grades) from a single teacher demonstrated lower levels of academic achievement, less enthusiasm for mathematics and science, and less positive learning attitudes during 3 subsequent years (fifth, sixth, and seventh grades) of exposure to traditional instruction. The third and fourth grade teacher of the six students, using a technique known as DIME (Dialogues In Methods of Education), applied small group problem solving in her class. This report includes a description of this teacher's use of peer dialogue (small group discussion) in mathematics and science and an interview with this teacher, focusing on her reactions to her former students' difficulties in making the transition to traditional instruction. Case study reports on each of the six pupils are given, featuring results of interviews with these students. A copy of the instrument used to collect teachers' assessment of the six pupils' performance, attitudes, and work habits is included. (IAH)