How students perceive each other in the classroom and how they interact with one another have been variables in teaching which have been relatively ignored. Yet, how students interact with each other affects their learning outcomes and their self-images. To provide additional information and evidence on this variable, a study hypothesized that children who learn cooperatively will not develop a better self-image or think more highly of their peers when compared to their self-image or peer perception prior to cooperative learning. Subjects, 28 New York City sixth grade students of average intelligence and from diverse ethnic backgrounds, were given the "California Test of Personality" before and after the experiment and taught the basic tenets of cooperative learning (positive interdependence, face-to-face interaction, and collaborative skills). Results showed no significant difference was established between the total adjustment of the children in the study from the pretest to the posttest. (Three tables of data are included; 22 references and four appendixes containing pretest and posttest results are attached.) (MS)