The main purpose of the study is to investigate students’ views about the implementation of collaborative learning in English classes. Collaborative learning helps students to improve their English language performance. To achieve this objective, observation and questionnaires were employed. The quantitative data were analyzed using percentage and frequency. Theme analysis technique was used to analyze the qualitative data. The result of the study indicated that most students’ applied collaborative learning, but the type of collaborative learning they are applying is not collaborative learning. Most of the teachers simply make their students to sit side by side to talk with each other as they do their individual assignments, and some teachers assign a task to groups. Then, one or two of the group members do the work and the other group members get equal credit. Although each of these is important in collaborative learning, they do not qualify collaborative learning rather traditional group learning. In addition to this, some students were not playing their roles as they are expected. Teachers and other concerned bodies ought to deliver sorts of orientations to the students about the importance of collaborative learning to maximize students’ views before implementing collaborative learning.