Mathematics teachers are continuously looking for ways to improve student learning. New or modified classroom strategies can help teachers reach these goals to increase student achievement, motivation, and confidence in their abilities. The purpose of this study was to examine the impact of students working as collaborative pairs in high school mathematics classes on student achievement, motivation to learn mathematics, and their perception of working with a partner on their ability to learn mathematics. Students enrolled in Integrated Math 2 over three sections participated in the study as part of a school initiative to investigate the effects of collaboratively pairing students as a more effective cooperative learning strategy to improve students' mathematics achievement. This study followed a quantitative, quasi-experimental, non-random control group research design. Two instruments were used to collect data. The University of the State of New York Regents High School examination was modified for a pre-test and post-test to gather and compare data on student academic achievement (The University of State of New York Regents High School Examination, 2019). The Student Perception/Motivation Cooperative Survey (Anderson, 2016) collected data about students' perceptions of working with a partner and their motivation to learn mathematics. Data were collected electronically for the pre-test/post-test assessment and the Student Perception/Motivation Cooperative Survey. Statistical analyses of the data concluded that findings from the pre/post-test on academic achievement indicated a relationship between the collaborative pairing of students and student achievement for all students in the study; however, the treatment group had no significant growth over the control group. The Student Perception Survey results showed no relationship between students working collaboratively and their perceived academic success. However, there was a relationship between their perception of academic success if they perceived their partner was academically stronger than they were. Working with a partner had no relationship with student's motivation to learn or their perception of collaborating. There were mixed results for collaborative pairing on the five essential components of cooperative learning. The implications of this research study point to the importance of continuing to explore the relationship of collaboratively pairing students to academic success and student motivation to learn in mathematics classes, specifically in the high school setting. This study had several limitations. The pandemic caused by COVID led to the state in which the study took place not using the assessment tool to measure the academic success of tenth-grade students they would have typically used. Other limitations of this study included the sample size, the number of classes participating in the study, and the number of teachers able to participate. Recommendations for further study include a larger sample size, with more teachers, classrooms, and students participating, specifically in high schools. More data, collected qualitatively by student interviews, would provide more insight into student perceptions of academic success and motivation to learn. Finally, more exploration of the collaboratively paired students' relationship should occur to determine what really occurs between them. Were both students actively engaged? Was active learning occurring for one or both students, or were they passive learners? This study examined these relationships from a motivational perspective. Future research should also consider the cognitive perspective as well. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]