A cooperative learning model was used in Florida to change the state-mandated grade 12 course called Family Life and Sex Education, which had been found deficient in meeting students' educational and social needs. Pretest data before the change in model indicated a lack of knowledge that had a detrimental effect on thinking and problem-solving ability. A reading questionnaire indicated students did not read an adequate amount of materials to increase their knowledge. Classroom observations showed that many did not interact in a productive manner, display satisfactory work habits and study skills, share ideas and work, network, cooperate, or communicate. Possible contributing factors to ineffective instruction included the following: (1) a technical and anatomy-based curriculum not structured toward the more important emotional and social issues; (2) textbook and materials that lacked relevant, contemporary information in an exciting, interesting format; (3) few provisions for alternate teaching methods; and (4) inadequately trained teachers. The cooperative learning model was designed to develop students' educational, social, and lifetime skills by motivating them with personal and group responsibilities. The cooperative reading and writing project increased appreciation for reading information on family life and human sexuality. Students felt more comfortable in small cooperative learning groups that provided intrinsic, social, and ego-integrative motives. The small cooperative groups also positively affected all students' academic achievement, increased information retention, and enhanced self-esteem, social acceptance, and development of social and lifetime skills. (Contains 13 references.) (YLB)