Background: Civic participation is a fundamental element of democracy; therefore, upholding and supporting civic participation, especially among the upcoming generation, is important. Political efficacy -- an individual's understanding of their capacity to participate in civic life -- has been found to exert an important influence on the expected civic participation of adolescents. The study reported in this article considers how civic participation can be supported through educational efforts to promote students' political efficacy. Purpose: The study is based on a formative intervention project in the tradition of cultural-historical activity theory (CHAT). Cooperative learning techniques were used in a Norwegian social studies classroom with students aged 13 and 14 to explore how the experience was connected to the students' political efficacy. Methods: The data underlying the research were drawn from focus group interviews with 14-year-old Norwegian students, in which the students evaluated and elaborated on their experiences in the cooperative learning period. Findings: Cooperative learning has the potential to enhance students' political efficacy, mainly by providing students with opportunities to practice democratic skills and through peers functioning as political role models. However, the students' responses point towards tensions within the student group and between the classroom as a unit of learning and the expectations of the classroom as a unit of individuality and evaluation. These key contradictions may hinder the realisation of cooperative learning classrooms and limit the rehearsal space that could be favourable for political efficacy. Conclusions: The study illustrates how using cooperative learning in the social studies classroom can be a way to enhance students' political efficacy. Simultaneously, the classroom context contains historically developed contradictions that shape the students' understanding of their classroom experiences.