Changes in the world economy, transportation and communication are resulting in increased levels of interdependence among individuals, groups, organizations, communities, and societies. Students can be from many cultures, ethnic groups, language groups and religions as well as from different economic social classes and ability levels. At the same time there are differences between disciplines in teaching-learning which creates patterns of interaction that result in diversity being valued or rejected and impact on the kind of attitudes and values one develop. Pluralism and diversity among individuals creates an opportunity, but like all opportunities, there are potentially either positive or negative outcomes. When diverse students are brought together, whether the diversity results in positive or negative outcomes depends largely on how learning situations are structured competitively, individualistically or cooperatively. While our nation is undergoing a particularly turbulent time, it has become prime requirement to inculcate in the young minds the values of cooperative learning. With these theoretical assumptions the author of the present study aimed at finding out the nature of learning behaviour (cooperative, competitive and individualistic) among the post graduate students of the three disciplines of Calcutta University. Data has been collected from 120 university students. The statistical treatment has been restricted to ANOVA and t-test. Data based fact highlighted marked specificity of learning behaviour (cooperative, competitive and individualistic) with respect to gender and discipline of the university students.