This paper reports research into the effectiveness of cooperative social support groups as a means of empowering students to solve their own personal and social problems. A descriptive study using ethnographic techniques was used in the natural setting of one fifth-grade elementary school classroom. Theoretical framework involves the interconnection between achievement motivation and affiliative motivation; specifically, this paper provides a microanalysis of student perceptions and student interactions within a cooperative learning context and relates to the use of base groups to enhance student empowerment. Base groups, a cooperative learning structure of three or four students, were established by the teacher for a period of 1 year. Purposes of the groups were: (1) to provide support for students to solve personal and social problems; (2) to provide a structure for teaching and to reinforce social and cooperative skills. Results are presented under three headings: (1) prevailing antecedents toward the use of base groups; (2) students' perceptions of base groups; and (3) outcomes from the use of base groups. Findings establish that base groups facilitate student empowerment, particularly as students are enabled to solve their own personal and social problems as the need arises. Recommendations for teachers establishing base groups are presented. (Contains 31 references.) (EMK)