Recognising that traditional approaches to education, and in turn a teaching and learning pedagogy which focus on the triumvirate of predefined knowledge, situationally applied understanding and domain specific skills were no longer appropriate, in 2009 I embarked upon an exploration of the myriad effects of an engagement with a pedagogy designed to facilitate Collaborative Group Learning (CGL) within a History classroom in a North London Secondary School. Following an identification of the recorded benefits of collaborative learning, I sought to isolate the principles of collaborative group learning, apply these principles to classroom practices of both the educator and learner and over a period of twenty-four weeks capture and narrate the benefits of "actively engaging" in CGL. Central to the narrative were the experiences and perceptions of the thirty Year 8 boys (aged 12-13 years) who experienced CGL over a period of twenty-four weeks. The study identified a range of benefits of engaging in and with this form of inclusive pedagogy including, effective self-directed and autonomous learning, interdependence, enhanced verbal communication skills and social-cohesion. An unintended outcome has also been academic success measured through progress and attainment.