Collaborative teamwork has gained popularity as a vital strategy within online learning environments for constructing and negotiating knowledge. This study explores the implementation of seven distinct teamwork strategies, drawn from existing literature, in an online graduate course at a Turkish private university. It represents a single case study aimed at understanding and explaining the course's design as a collaborative learning environment and examining learners' experiences and perceptions regarding teamwork strategies in the class. Data obtained from learner interviews, document analyses, and observations revealed diverse participant perspectives on the various teamwork approaches. Sustained collaboration with consistent team members over the semester notably fostered trust and a sense of belonging within teams. While participants exhibited positive attitudes toward strategies based on shared working hours and styles, experienced graduate learners expressed discontent with the teamwork approaches. The systematic implementation of distributed leadership proved challenging, leading to team dynamics shaped largely by individual personalities and prior graduate study experiences, creating an implicit leadership structure. Additionally, peer assessment emerged as an ineffective strategy for participants driven by internal motivation and a sense of responsibility.