This study investigated 28 graduate students' knowledge construction and attitudes toward online synchronous videoconferencing collaborative learning environments. These students took an online course, self-selected 3 or 4 group members to form groups, and worked on projects across 16 weeks. Each group utilized Elluminate "Live!" for the synchronous small-group discussions. A quantitative research design was used to analyze 3 data sources including synchronous small-group discussions, a teamwork attitude survey, and a learning environment attitude survey. The findings revealed that online synchronous videoconferencing collaborative small-group discussions promoted students' knowledge construction. However, more messages were generated at Phase 1 (sharing and comparing of information) than other four phases in the interaction analysis model. Additionally, students generally had positive attitudes toward the online synchronous videoconferencing collaborative learning environment.