In this article, the author discusses the psychosocial benefits of cooperative learning. She discovered that when she relinquished traditional autocratic control and allowed her students to collaborate interactively with classmates to achieve common goals, her students became more invested and engaged in their learning. She also discovered that when students participated in engaging learning activities in well-designed, supportive cooperative groups, their brain scans showed facilitated passage of information from the intake areas into the memory storage regions of the brain. Students experienced a greater level of understanding of concepts and ideas when they talked, explained, and argued about them with their group, instead of just passively listening to a lecture or reading a text. In addition, classrooms where students are engaged in well-planned cooperative work are more joyful places in which management issues diminish and students develop social and learning skills. Samples of cooperative projects that can be introduced in a classroom are provided.