The purpose of this study was to investigate the effect of cooperative learning and type of reward on performance and continuing motivation. Subjects used either a cooperative or individual learning strategy while receiving information, examples, practice, and feedback from an instructional television lesson. Subjects (126 undergraduate education majors) were also provided with one of the three rewards (i.e., task, performance, none). Results indicated that subjects who worked alone performed better on the posttest and expressed more continuing motivation than those who worked cooperatively. Type of reward did not affect performance or continuing motivation. Implications for reemploying cooperative groups in settings that were originally designed for individual learning are provided. Two tables containing performance and motivation test score data are appended. (Contains 18 references.) (Author/KRN)