Cooperative learning and team-based learning have been widely recognized as beneficial strategies to improve all levels of education, including higher education. Just forming groups, however, does not automatically lead to better learning and motivation; cooperation flourishes only under appropriate conditions (Fink; Gillies; Parmelee et al.). High-ability students learn differently than their peers; they are quicker in their thinking, more flexible in their strategies, and better at memorization; they know more and prefer complexity (Freeman; Shore & Kanevsky; Wallace). Furthermore, high-ability students need less structure (Snow & Swanson). Finally, when motivation is an important selection criterion for honors students, as it is in Dutch programs, these high-ability students are more motivated than their peers. Given these differences, high-ability students require different instructional conditions to benefit optimally from assignments based on cooperative learning. In this article the authors provide two examples of student-driven honors courses in which students work in teams on complex assignments. These courses, which are designed based on characteristics of cooperative and team-based learning, have revealed that team-based learning works best for honors students when (1) courses are student-centered rather than teacher-driven, (2) the teacher's role is to coach and facilitate, and (3) the assignments are complex and challenging.