Adult learners from the Caribbean diaspora continue to enroll in American colleges as they seek to improve their academic ambitions. As they do, they utilize varying instructional strategies to assist in achieving their educational goals, one of which is cooperative learning. While cooperative learning is widely used across different age groups and regions, there is limited research on its impact, specifically for adult learners from the Caribbean diaspora enrolled in developmental courses. This is a gap that the researcher in this study aimed to address. This qualitative investigation aimed to examine how adult learners from the Caribbean diaspora, participating in developmental reading courses and utilizing cooperative learning methods, perceive the effectiveness of this instructional approach. The researcher sought to determine how these learners view cooperative learning and whether they face challenges affecting their engagement and learning outcomes. The central research question of this basic qualitative study was, how do Caribbean adult learners in college developmental reading courses characterize their experiences with cooperative learning and their engagement in the learning environment? Additionally, the researcher explored a secondary question: How do these learners describe their academic achievement in cooperative learning? The two theories that provided the theoretical framework for this study were Knowles's theory of andragogy and Lev Vygotsky's sociocultural theory. Semi-structured interviews were selected as the main method for data collection due to the manageable sample size of 11 adult learners familiar with cooperative learning. These interviews, conducted via Zoom, were designed with prepared questions to ensure thorough and coherent data gathering. The responses from participants to the open-ended interview questions were analyzed to address both the primary research question and its sub-question. Through this in-depth analysis, recurring patterns and ideas were identified and explored, leading to the development of four key themes that conveyed the fundamental aspects of the participants' experiences and perspectives: motivation paves the way to achievement, teamwork promotes success, meticulous note-taking matters, and determination is the foundation of gumption. The findings revealed that adult learners from the Caribbean diaspora in developmental reading courses experienced substantial benefits from cooperative learning. This strategy facilitated their transition from non-credit to credit-bearing courses, ultimately contributing to the achievement of their academic goals. Future research with a larger sample size and a more diverse demographic is necessary to gain a clearer understanding of how adult learners in developmental reading programs view the role of cooperative learning in enhancing engagement and improving learning outcomes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]