Peer orientation has been found to explain as much as 27.4% of the variance in achievement in graduate-level research methodology courses, with students who prefer to learn in cooperative groups tending to attain lower levels of performance in individual learning settings than do their counterparts. The purpose of the present study was to determine whether the relationship between peer orientation and achievement remained in research methodology courses when cooperative learning techniques were introduced. Participants were 159 students enrolled in 7 sections of a graduate-level research methodology course at a Southern university over a 2-semester period. These students were administered a learning style instrument were enrolled in sections in which cooperative learning groups were formed to undertake the major course requirements (r=-0.16, p<0.05). Findings reveal a small but statistically significant relationship between peer orientation and achievement. Although this relationship represents a small effect size, the fact that the relationship may still be nontrivial warrants further research. (Contains 42 references.) (Author/SLD)