The article examines conflict avoidance in performing arts group work and issues arising in relation to teaching and learning. In group theory, conflict is addressed largely in terms of its detrimental effects on group work, and its constructive potential is often marginalized. Similarly, undergraduate students usually interpret "effective collaboration" as implying the need to avoid conflict and engage in concurrence-seeking in order to maximize their grades. I argue that this can limit the learning benefits of their group practice. In particular, I explore the link between conflict avoidance and "groupthink". Drawing on examples of teaching practice in devised theatre, the article considers how conflict can have a productive impact upon the creative process. From the positions of both student and tutor, I examine ways in which constructive controversy can be fostered through a process-focused approach to teaching and learning. (Contains 4 notes.)