This article explores students' accommodation and resistance while participating in group work. The data collected are from fieldwork observations in several classrooms over the course of four terms in different secondary school classes in Sweden, and also from interviews with the students. Through this data analysis, we report that the students accommodated for such reasons as amusement, compliance, fulfilling expectations, and striving for high marks. The reasons for students' resistance were blending, inability, stage fright, and vagueness. Macro-sociological concepts from Ziehe's cultural theory were used to capture explanations for students' behaviour in order to understand why students, on a micro-sociological level, accommodate or resist when using group work as a learning mode. On the basis of results, three models of interpretation were developed, namely, individual, institutional, and structural.