Studies of cooperative learning have focused largely on specific interventions within individual modules. The aim of this paper is to examine the student perceptions of their cumulative experiences at the end of a four-year undergraduate programme, during which cooperative learning work was implemented in a piecemeal manner, and explore how gender and academic ability impact on those experiences. Data was collected using a survey methodology. Students emphasised the process of cooperative learning, including peer learning and social support, rather than the deliverable outputs of group work. Both male and female students reported difficulties, such as dysfunctional interpersonal relationships and organisational challenges; however, these appear to have had a stronger impact on female students. Academic ability influenced the type of benefit students perceived as gained, with higher academic ability students emphasising social aspects and leadership skills. The results suggest that repeated exposure to cooperative learning had benefits, in terms of social benefits, peer learning and transferable skills, even where the manner of its implementation did not conform to the ideal framework for cooperative learning.