The aim of this study was to examine the relationship between participation in cooperative education, and several psychological constructs believed to be related to success in both academic and professional settings. Participants, undergraduate cooperative (n = 1224) and non-cooperative education (n = 746) students in all years of study and from several academic faculties, completed a survey measuring the psychological constructs of hope, self-efficacy, procrastination, and study-skills. Results indicated significant differences in several study skill characteristics as a function of co-op, gender, and faculty. No significant differences emerged between co-op and non-co-op students on the hope, self-efficacy, or procrastination scales. Implications and recommendations for future research are discussed.