"O! this learning, what a thing it is." -W. Shakespeare, "The Taming of the Shrew." The aim of this action research was to find out if active grammar involvement amongst students might lead to better results. My approach was to activate my students during grammar instruction by using cooperative learning: that is a form of learning in which teachers favour the instructional use of small groups through which students work together to maximize their own and each other's learning (Johnson, Johnson, & Holubec, 1991). My motivation was to instil a more active attitude towards grammar instruction amongst my students. I used three groups, of 26-30 students each that participated in this study: one experimental group and two control groups. I incorporated the "Jigsaw Method" in my experimental group. I divided this group into small groups with one mini-expert who would explain grammar to others. After two cycles the findings were promising. The students of my experimental group scored higher and were more actively involved during the grammar lessons than their peers of the control groups. Though this approach to grammar seems to have worked in my school practice I do advise to study the effects of cooperative learning in grammar education holistically over a longer period of time. Appended are: (1) Lesson Observations by Colleagues Part I; (2) Lesson Observations by Colleagues Part II; (3) Interviewing Students on Past Grammar Lessons; (4) Student Questionnaire Experimental Group; (5) Short Questionnaire After Each Grammar Lesson Cycle 1; (6) Interview with Mini-Experts After Cycle 1; (7) Schedule/Planning for Cycle 2; and (8) Student Questionnaire After Cycle 2. (Contains a bibliography.)