This study examined the impact of group size, group formation, group conflict, and division of labor on student outcomes in a group project for a sample of 112 BSW research seminar students at a large university in the Midwest. Students completed surveys on their experiences with the group project at the end of the semester. Multiple regression was used along with analysis of student comments and answers to open-ended questions. Group size was not associated with outcomes. Instructor input into group formation was related to higher self-assessment of student performance. Greater division of labor predicted greater learning, whereas more group conflict predicted less learning; less conflict occurred when students divided tasks in the most equitable way possible. Strengths and limitations of the study are discussed, along with suggestions for improving the group project experience, including preventative measures to reduce conflict.