This paper focuses on the use of a group action research approach to help student teachers develop strategies to improve the grade point average of at-risk students. Teaching interventions such as group work and group and individual tutoring were compared to teaching strategies already used in the field. Results indicated an improvement in the grade point averages of at least half the students. Four main observations were made through the study. First, students in the study group exhibited a variety of learning styles and responded differently to group work and tutoring. Some students learned better in group situations while others liked to work independently or in individual tutoring sessions. Secondly, new teachers working in a cooperative setting with discussion of teaching practices improved the sense of readiness as prospective teachers and promoted professional growth. Thirdly, teachers should always have at their disposal a large inventory of classroom techniques from which they can choose an appropriate mix to engage all students. Finally, collaborative efforts between teachers, administrators, students, parents, researchers, and other concerned members of the community were important and necessary to fully address the issues and concerns of all students, especially those at-risk. (CCM)