The purpose of this study was to research the impact of classroom group rotation on student participation and collaboration during engineering activities. The action research plan was developed after identifying a need to increase group efficacy in a classroom setting that focuses on projects and problem-based learning and proved quite difficult to explore as social interactions and group dynamics tend to be fairly complex in nature. Student participant age and personal investment in the engineering academy supported their contributions as co-collaborators inspiring changes to group format and highlighted them as the primary source of both quantitative data from class surveys and qualitative observations based on interactions and comments. Comparisons were made between student beliefs before and after the group rotations based on survey results. Despite variations in group activities and structures, major findings supported small groups with frequent rotation, a variety of group structures based on individual classroom settings, and student choice to promote participation and collaboration during classroom activities.