Group processing is arguably the pivotal element when implementing cooperative learning (CL). It is the primary vehicle to help group members reflect on behaviors that impede or enable group work. Participating in group processing facilitates students' understanding of their own personal and social development as they recognize how they have negotiated conflict, worked together to overcome struggles, and developed a new understanding of their group members. Despite the pivotal role it plays within CL, group processing is often forfeited due to lack of time, the misguided notion that students reflect by simply engaging in the activities, or because teachers do not know how to facilitate an effective group-processing session. To counter these challenges, there is a need for a structured, student-centered approach. Borrowing from the authors' work in adventure-based learning, this article proposes that the Sunday afternoon drive debrief model provides an approach that prioritizes group processing for teachers using CL. While the Sunday afternoon drive model is briefly explained in this article, the main focus is on specific pedagogical strategies that have been used while implementing CL.