Interaction between second language (L2) learners in which the primary goal is the communication of meaning rather than the manipulation of language forms is widely regarded as beneficial for L2 learning from a variety of theoretical and pedagogical perspectives. Besides learning opportunities created through interactional feedback, modified output, and attention to language form, collaborative tasks may also promote L2 learning by generating the occurrence of priming. Priming refers to effects of speakers' previous experience with specific aspects of language. Collaborative priming activities provide models of target structures and elicit production of those structures with a variety of lexical items, without requiring that learners provide each other with feedback, produce modified output, or discuss language form. Consequently, these types of activities may be an innovative method for modeling and eliciting target structures through peer interaction in L2 classrooms. This study examined whether collaborative tasks can elicit auditory and structural priming during peer interaction in L2 classrooms. (Contains 2 tables.)