To determine the effect of collaborative learning methods on the success rate of physics students at Northern Maine Technical College (NMTC), a study was undertaken to compare the mean final exam scores of a students in a physics course taught by traditional lecture/lab methods to those in a group taught by collaborative techniques. The traditional group consisted of 18 students and utilized lectures, discussion of assigned readings, in-class discussion of related physics problems, and common laboratory assignments. The collaborative group included 12 students and utilized short lectures and collaborative assignments, tests, and laboratory assignments. The mean final score was calculated for each group and a two-tailed t-test was conducted to test against the null hypothesis that there would be no significant difference between the two groups' mean scores. The traditional group earned a mean score of 19.11, while the collaborative group earned a mean of 18.17. No significant difference was found in student success resulting from the difference in instructional method. Results indicated, however, that collaborative learning methods were as effective as others. The physics final exam is appended. Contains 14 references. (BCY)