This study of student-facilitated study groups at Brooks Community College explores how students structured the study group experience and what type of interaction occurred during the group sessions. The study groups were created for high content introductory courses in which high percentages of students had been unsuccessful. Student leaders were hired to facilitate group activities and help students develop and utilize study strategies for a particular class. Four groups were observed, in the fields of psychology, chemistry, sociology, and history, each with from one to 10 students. Three themes emerged from observation of study groups and interviews with participants: (1) collaboration among students, which included the collective effort of students to direct the study sessions, sharing of materials, sharing of knowledge, and supporting each other through interpersonal interaction; (2) role of the group leader and its influence on student participation; and (3) perceived impact of the study groups, which included study skills, familiarity with course content, comfort level with content, confidence, and out-of-class involvement. The study groups represented a form of student involvement, in which strong patterns of collaboration, academic integration, and even social interaction were evident. The study groups also illustrated patterns of active learning and indicated that the use of authority and knowledge are important to understanding student participation. (Contains 10 references.) (JDD)