A study examined the effectiveness of a collaborative learning model for the teaching of a modern English grammar class at the college level. The model involved student presentations based on the explanation of material from assigned readings in the texts; daily quizzes on the material from the assigned reading; and peer grading of the daily quizzes and exams with the instructor spot checking for accuracy of grading. Student attitudinal surveys revealed a slightly negative perception of students on the whole toward the conduct of the class as measured during the spring of 1989 but a positive perception as measured during the summer of 1988. However, the positive perceptions that students have of their own involvement in the educational process counterbalance the negative perceptions. Perhaps an even greater positive aspect of the collaborative learning model is the discipline that it introduced into the educational process, resulting in a more adequate mastery of the subject matter and manifesting itself in better classroom attendance. (Ten tables of data and one figure are included; an appendix containing the Attitudinal Survey and 35 references are attached.) (KEH)