The results of a college collaborative learning curriculum in Taiwan indicated satisfaction with the collaborative project resulting from familiarity with group members. Students asked more questions and they expressed more in class. The behaviors of feeling respected by group members, learning about self-expression and diverse opinions, as well as having fewer conflicts indicated positive collaborative outcomes. The students' previous lack of experience in presentation, and knowing the instructor's contact information (interpreted as a sign of a high motivation to learn) was also correlated with the acquisition of collaborative skills. In summary, this experience fostered positive self-concept and the development of active learning skills. (Contains 4 tables.)