The issue of group learning has become an even greater concern in recent years as more college and university professors have begun to incorporate specific group assignments (i.e., assignments which require that students meet as a group and equally contribute to a final product) into their class requirements. The purpose of the present descriptive report (based upon the 1984 survey by Fiechtner and Davis) is, therefore, to identify some of the reasons for students' negative reactions to group work in the classroom. Hopefully, the information reported here will aid instructors in evaluating the source of any problems they have experienced in using group work and enhance the development of better group-oriented classes and assignments.