The move toward standards-based instruction calls for greater student involvement in the learning process. Cooperative learning is widely used as many standards-based school departments advocate greater employment of constructivist classrooms as the most appropriate vehicle of instruction. During academic year 2002-03, 42 students from California State University Hayward's (CSUH) teacher education credential program, in conjunction with the Build a Future Without AIDS program at the American Association of Colleges for Teacher Education, taught a conflict resolution curriculum/AIDS education curriculum to inner city public high school students who were part of an alternative school program for adjudicated youth. The CSUH students randomly assigned public school students to groups of four, which were then divided into two pairs. Each pair was assigned a pro or con position on a curricular issue. They researched, presented, and discussed their positions, critically analyzed their opponents' positions, and rebutted their opponents' attacks. Then, they reversed perspectives and presented persuasive arguments again. Finally, they synthesized different facts and ideas into a single position. Researchers collected data on students' attitudes toward collaboration and perceptions of the teacher-student relationship. Students also responded to a conflict resolution scenario. Results indicated that students in the treatment classes outperformed their counterparts in achieving stronger AIDS education and conflict management skills. (Contains 11 reference.) (SM)