The focus of this study was to explore the relationship between the use of cooperative learning strategies and student achievement, and student perceptions of self-efficacy and motivation in mathematics. Teacher perceptions of the impact that cooperative learning strategies have on student achievement, intrinsic motivation, and self-efficacy were also explored. A convenience sampling was used. A total of 49 fourth-grade students, 30 from a class that implements cooperative learning strategies and 19 from a classroom that does not utilize cooperative learning strategies, as well as four fourth-grade teachers who use cooperative learning strategies to varying degrees, participated in this study. Data were collected through a variety of methods, including individual interviews, focus group interviews, observations, and pre- and postunit tests. A theoretical analysis was used to analyze the data. Findings were confirmed using triangulation. The findings demonstrated that cooperative learning does influence student achievement positively. They also showed that students' self-efficacy and intrinsic motivation are influenced positively as well. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]