Research examining the influence of collaborative learning experiences on students' intellectual development has been somewhat inconclusive and largely based on samples of white, traditional-aged college students. Using data from the College Student Experiences Questionnaire (Pace, 1990), the author examines this relationship for a random sample of African-American men in college. Results suggest that collaborative learning is an important predictor of reported gains in intellectual development, explaining approximately 25% of the variance in gains. Important considerations for educational practice and future research are discussed. (Contains 2 tables and 1 footnote.)