This article discusses the use of teacher reflection groups to aid teachers in their efforts to facilitate cooperative learning among their students. It is argued that these teacher reflection groups function best when they are organized with reference to eight cooperative learning principles. Furthermore, it is suggested that these reflective groups enable teachers to learn about cooperative learning and to consider how cooperative learning fits with their beliefs about education and society. Additionally, the article argues that when teachers experience successful peer interaction with their fellow teachers guided by the literature on teacher reflection and the literature on cooperative learning, they will be more likely to want their own students to experience the advantages of well-organized interaction with the students' own peers, their fellow students.