Although very little research has been done on cooperative learning (CL) in New Zealand, international research is positive about the educational benefits of working in culturally diverse groups. This paper presents the findings of a research project examining New Zealand experiences with CL in multicultural groups. Data were collected via surveys and focus groups with domestic and international students and with New Zealand tertiary lecturers who use CL techniques in their programmes. The findings indicate a strong cultural conflict in the conceptualization of CL between international students with little prior experience of CL and New Zealand lecturers who are often not trained to help international students to bridge the gaps between their past educational experiences and typical education practices in New Zealand. This conflict reinforces the importance of understanding cultural differences and their impact on student patterns of classroom behaviour. The authors recommend that domestic and international students be prepared more effectively for CL and that lecturers be trained in designing curricula and assessment programmes that are pedagogically sound and culturally accommodating. The paper proposes a model to assist lecturers to achieve this aim. (Contains 1 table.)