In this study, the effects of a teacher-training program on the elaborations and affective-motivational resources (i.e., intentions and attitudes toward help seeking, help giving, and achievement goals) of students working on a cooperative task were examined. Participants were teachers from seven primary schools and 24 dyads of sixth-grade students. In general, the program showed moderately positive effects on use of elaborations among the treatment dyads. Dyads with experience in cooperative learning achieved more than dyads without such experience. Mastery- and performance-oriented goals were negatively related to use of high-level elaborations and to student achievement, while use of high-level elaborations was positively related to student achievement. (Contains 7 tables and 3 figures.)