The purpose of this study was to determine the effects of the Jigsaw method, a cooperative learning tool, on content knowledge and attitude toward learning science. A group of 64 students in an 8th grade physical science class located in rural western New York participated in this study. As an intervention for this action research study, science content was introduced using the Jigsaw method. Research design included a quasi-experimental approach with control group. Methodology included pre and post-assessments of content knowledge and attitude. In addition, a teacher log was kept of observations throughout the experience. The achievement gain made by the control and experimental groups was essentially the same and in general, the attitudes towards learning were higher using the frontal method. However, the experimental group expressed they felt more important and had more opportunity to participate in class. It is recommended the intervention be repeated with one to two weeks of training students how to use the Jigsaw method before data is collected. (Contains 6 tables and 2 figures.)