The primary purpose of this twelve-week case study was to explore the use of a cooperative learning strategy with small groups of students in a 12th-grade economics class as diverse learners prepared for tests. The complete case study was based on observations of students, student surveys, focus group interviews, and interviews with educators at the school who had used cooperative learning strategies with their classes. The experiences of these students an educators informed the case study about individual and cooperative group learning, differentiated group roles, accountability, and test outcomes. Findings were consistent with the literature regarding secondary and higher education cooperative learning with positive outcomes for social and motivational factors.