This study examined 718 adult students' perceptions of long-functioning cooperative study teams in accelerated associate's, bachelor's, and master's business degree programs. Six factors were examined: attraction toward team, alignment of performance expectations, intrateam conflict, workload sharing, preference for teamwork, and impact on learning. Across degree programs, 66-71% of students reported equal workload sharing in their teams, 51-61% preferred teamwork, and 56-62% believed being on a team enhanced their learning. Significant statistical differences were found between associate's degree and master's degree students in performance expectation alignment, intrateam conflict, and teamwork preference. (Contains 1 figure.)