Six classes at a selective liberal arts college in the Midwest, two each in chemistry, educational studies, and Spanish, used cooperative groups as part of the students' learning experiences. One class from each discipline used VIEW to formulate these cooperative groups, while those that constituted the control groups used more traditional ways of creating groups. At the end of each class, all students were given a survey asking them to evaluate various aspects of their experiences with group activities. Those students whose groups had been formed using data from VIEW reported statistically significant differences in their satisfaction with their group experiences, especially with regard to attention the group gave to new ideas, preferences for the level of structured authority, how information was handled by the group, and the balance between task concerns and personal or interpersonal needs when making decisions.