In order to study the effects of cognitive style, task structure, and task setting on student achievement and attitudes, structured and unstructured tasks were presented to students in both group and individual settings. It was postulated that through small group and individual activities an individual may display his/her best cognitive style of learning and that groups composed of individuals of differing cognitive styles may prefer to work on different types of tasks--individuals who are "field independent" can impose their own structure or strategy upon a task while individuals who are "field dependent" require more explicit directions concerning the dimensions and outcomes of the task from the teacher. It was hypothesized that student achievement will increase if a group composed of field dependent students is given explicit direction or if a field independent student is added to the group to help structure the task. Data indicate that: (1) field independent students did not differ in group versus individual achievement; (2) groups composed of both cognitive styles achieved more than those same persons acting alone; and (3) group and structured conditions were preferred by all subjects. These results suggest that the use of small groups increases student satisfaction and, for some students and certain groups, increases student achievement. (MM)