In the fall of 1993, a study was begun on how adult basic and literacy education (ABLE) students reacted to working in groups. The research was conducted through a joint vocational school's ABLE program using three target groups at two of its ABLE centers. The groups met two times per week and were facilitated by three different teachers. More than 40 students participated in the groups. One teacher observed a group session in progress, taking notes on one certain focus for the day. The teacher who did the teaching wrote a self-reflection about the observed lesson. Findings indicated that ABLE students truly enjoyed working in groups. Field notes revealed five principal indicators of enjoyment: participation, human bonding, positive increase in individual behavior, motivation, and physical signs of enjoyment. In 18 of 25 sessions there was 100 percent participation. The openness with which participants shared their private lives indicated a feeling of comfort and security within the confines of the group setting. As the sessions continued and the students familiarized themselves with one another, members' self-esteem increased. As self-confidence grew, so did student motivation. Perhaps the most significant motivating factor was the manner in which a group of strangers became a cohesive, critical-thinking, problem-solving entity. (YLB)