In an effort to examine the effectiveness of cooperative learning at the college level, a project was undertaken to examine outcomes for two sections of an introductory geography course at Valdosta State University, in Georgia. The first section was taught in a traditional manner, using lectures, multiple choice tests, and other traditional methods, while the other was team-taught with the same professor and a social studies specialist from the University's School of Education. Students in the experimental section were given learning styles and brain hemisphere preference inventories on the second day of class and were divided into cooperative groups based on inventory results and gender. The students were seated in the classroom according to their groupings which were changed three times during the quarter. A comprehensive examination consisting of 50 multiple choice and 3 essay questions was administered to both groups at the beginning and again at the end of the course. Outcomes for the two groups were determined based on results of these examinations, scores on three 1-hour tests and seven map quizzes given in the course, and attendance patterns. Findings indicated that the use of cooperative learning strategies resulted in no significant differences between courses, but that student participation in the experimental group was considerably higher and attendance was more consistent. It was also determined, however, that instruction in the control group was contaminated, as the instructor applied insights gained from the cooperative group. Includes recommendations for improving the research design. (TGI)