The effect of cooperative learning in pairs and groups of 4 and in individu- alistic learning were compared on achievement, social support, and self-esteem. Sixty-two Italian 7th-grade students with no previous experience with cooperative learning were assigned to conditions on a stratified random basis controlling for ability, gender, and self- esteem. Students participated in 1 instructional unit for 90 min for 6 instructional days during a period of about 6 weeks. The results indicate that cooperative learning in pairs and 4s promoted higher achievement and greater academic support from peers than did individ- ualistic learning. Students working in pairs developed a higher level of social self-esteem than did students learning in the other conditions.