This study investigated the effects of team-skills training on collaborative learning in a university setting. Groups worked under one of three conditions: (1) groups received team-skill training as a group and remained in that group (Trained-Together), (2) groups received team-skills training, but were then reassigned into new groups (Trained-Reassigned), and (3) groups received no training (Untrained). Each group completed a collaborative task and then group members were tested on the material learned. Scores were highest in the Trained-Together and lowest in the Untrained condition. Results are explained in terms of levels of planning, time management, distribution of effort and strategies adopted.