This study was conducted to introduce preservice teachers to cooperative learning through direct experience with the strategy. Participants (N=85) consisted of freshmen and sophomores enrolled in a course required for teacher certification. During the first 6 weeks, instruction occurred through traditional lecture methods and at midterm, a jigsaw structure was implemented. Students were assigned to groups and asked to teach three topics following discussion of content and teaching strategies with group members. Following this cooperative learning experience, a Likert scale was administered and students were also asked to complete two open-ended questions with respect to the strengths and weaknesses of cooperative learning. Results indicate that a majority of respondents saw cooperative learning as a positive experience increasing social skills and academic gains. However, since many students indicated a desire for more traditional lecture methods, it is suggested that cooperative learning not replace traditional instruction, but rather be utilized as a supplement to effective existing strategies. (LL)