The purpose of this study was to investigate the effects of cooperative learning strategies on: (1) performance, (2) attitude toward working in teams, and (3) group behaviors in a technical training context. Subjects were 274 engineering employees enrolled in a required training class that focused on the importance of communicating technical procedures in plant operations. Subjects were divided into small groups and cooperative teams. Instruction was the same for all subjects. Only the practice portion of the lesson reflected cooperative strategies versus no process direction. Results indicated that the practice conducted in a cooperative manner had a significant effect on performance and group behaviors. Subjects in the cooperative teams performed better on the posttest, enjoyed working in teams, perceived more accomplishment, and displayed higher levels of social and cognitive interaction than subjects who worked in unstructured small groups. Implications for integrating cooperative strategies into technical team training are provided. Three tables and one figure are presented. (Contains 35 references.) (Author)