Collaborative learning is one, among other, active learning methods, widely acclaimed in higher education. Consequently, instructors in fields that lack pedagogical training often implement new learning methods such as collaborative learning on the basis of trial and error. Moreover, even though the benefits in academic circles are broadly touted, students can be reluctant to embrace collaborative learning because of negative past experiences and because of common misconceptions related to working in groups (Hillyard, Gillespie, and Littig 2010). The purpose of this article is to compare and to contrast collaborative learning in two political science courses to illustrate that if implemented according to best practice, students perceive collaborative learning as an effective learning tool though challenges remain. (Contains 2 figures and 1 note.)