Cooperative Learning's (CL) implementation has received an incredible amount of research attention from academics held in high esteem. However, the researcher claims that it is up to every new generation of educators to formulate their conclusions regarding CL's effectiveness in a contemporary classroom. Although the author begins by situating CL as a pedagogical tool that goes back nearly fifty years and insinuates a progression in use, he also claims CL should not only be compared to itself for scrutiny but it should be compared with the current generation's academic needs. Later Baby Boomers that graduated high school in the 1980's experienced a radically different academia than Generation X, Y, or Gen Z'ers, consequently a valid comparative analysis must see CL through present day lens. The author further claims, with the exception of references to CL's beginnings, the date parameter for findings are limited to the last fifteen months which includes all of 2017 and half of 2016. The document continues by contextualizing CL's precursors along with its distinctive historical genesis. Furthermore, the objective of this paper is not only to take a snapshot of the current CL literature based on the iconic five elements of CL formulated by David W. Johnson, Roger T. Johnson, and Edythe Johnson Holubec (1989), but to also provide a litmus test on the current relevancy of CL in the post-millennial age. The author claims his theoretical framework centers on several factors composed of cognitive, behavioral, and social interdependence. The conclusions are based on three tendencies or categories in the literature that point to a) pre-implementation, b) implementation and c) post-implementation. These three tendencies are also described as the rationalization for implementation, context of the implementation, and the effects of CL's outcomes. Furthermore, the results chronicle the importance of CL in maintaining a student's social presence in light of current social or anti-social trends.