The Speech Department at New Jersey's Brookdale Community College conducted a study to determine if cooperative learning strategies could be effectively incorporated into a basic public speaking course to enhance student outcomes. The course was revised by reducing the number of speech performances and adding cooperative learning experiences. Instruction in the course became less teacher-directed as students taught each other through the completion of group assignments. In addition, the grading procedure was redesigned to encourage student participation in the cooperative learning activities, awarding points non-qualitatively for the completion of assignments. To determine the effectiveness of the revised course, questionnaires were distributed to instructors and students in the course in winter 1996, specifically asking teachers to rate the extent that expected benefits of the new format had been achieved and students to rate the cooperative learning strategies used. Responses were received from 151 of 369 enrolled students and all 9 instructors teaching course sections. For teachers, none of the anticipated benefits were felt to have significantly accrued, while elements resulting in slight benefits included increased student problem-solving skills, ability to work in groups, and grades. Students, however, repeatedly mentioned the reduction of performance anxiety as a benefit of participating in cooperative learning groups. The survey instruments are appended. Contains 11 references. (TGI)