An American history class in Melbourne, Florida, provides an opportunity for tenth grade students to experience the reality of interpersonal interaction and small group cooperation in the classroom. The first three days of the year-long course are used to identify leaders and to assign groups, numbering five to seven students. In addition to covering course materials, the first three weeks are employed in gaining insight into group processes through discussion, films, slides, overhead transparencies, and handouts. Starting with the fourth week of class, a cooperative group state of development is entered by having students take over the responsibility for forming groups and assigning themselves more specific roles, while the teacher participates as consultant and observer. Day to day activities within this organizational structure include a day of preparation, three days of group work, and a day of evaluation. All group discussion of course content is based on the study of historical situations and social issues, drawing from textbooks, paper backs, films, and handouts. A questionnaire study of the students in this class and of a control class reveals that the group participation approach requires more effort on the student's part, increases peer group pressure, and results in higher attendance. Findings did not show an expected increase of confidence in handling interpersonal relationships. (KSM)