This study seeks to examine the extent to which cooperative group members' levels of coping strategies (study and examination-taking coping strategies) and the degree that heterogeneity (variability of study coping strategies and examination-taking coping strategies) predict cooperative groups' levels of achievement in research methodology courses. Participants were 85 graduate students. Multiple regression analysis revealed that graduate students with the highest levels of performance on article critique and research proposal assignments combined tended to report the least variation with respect to both study coping strategies and examination-taking coping strategies. The four variables combined explained 56.7% of the variance in performance.