Pedagogical strategies can be thought of as a set of stimuli placed in students' environment to influence their cognition, affect, and behavior. The design of strategies such as group assignments and a comprehensive understanding of their consequences for students should then include an analysis of all three of these elements and the interrelationships that exist among them. As such, this study investigated the unintended cognitive, affective, and behavioral consequences of group assignments experienced by undergraduate business students. The discovery-oriented method of grounded theory was used. Data were gathered from a sample of 32 undergraduate marketing and management students by combining the Zaltman Metaphor Elicitation Technique with in-person interviews. Findings indicate that students do experience several cognitive and affective consequences that are contrary to the broad range of benefits consistently highlighted in academic literature. Findings also highlight prevalent behaviors that motivate the cognitive and affective consequences. The study should give educators reason to seriously consider the extent to which group assignments contribute to or detract from the value of undergraduate business education. (Contains 1 table and 3 figures.)