This present study examines the opinions of a trained group of primary stage teachers on cooperative learning seeking the possibility of a successful implementation. The twenty participants received 25 training hours delivered in five working days. The trainees were introduced to the concept of cooperative learning, its advantages, the social part involved in, and the basic elements of cooperative learning. Towards the end of the program, teachers presented micro-teachings for discussion and feedback. Post the micro-teaching, the participants responded to a questionnaire composed of twenty six items representing teaching competencies and social skills which teachers and students could benefit from. The results highlight teachers' positive expectations when implementing cooperative learning, and draw the attention of the Ministry of Education to the necessary steps to guarantee that.