Collaborative learning is something that all students will employ once they finish their formal education, and while it isn't something that can be objectively tested by standardized exams, it is something that can be taught. Learning to work in groups is simultaneously a way of learning and a skill worth learning. Teachers should acknowledge that for many students, especially high achievers, "group work" is not a term to swear by, but rather one to swear at. Speaking before a convention of 500 educators in June 2009, two students from MIT begged the faculty to abandon group work as it resulted in what they described as a "Frankenstein Effect," which is to say projects that are less than the sum of their parts. But they've got it wrong--Frankenstein wasn't the monster, he was the scientist who didn't treat his creation well and ended up with a mismatched muddle, and they are wrong about group work, too. To avoid, however, developing group projects that spin out of control, like the benighted Frankenstein, teachers must pay close attention to how they employ group work as a pedagogical technique. In this article, the author acknowledges student resistance to collaborative learning and suggests pedagogical changes that resulted in a positive shift in students' attitudes in her class. (Contains 3 notes and 2 figures.)