Introduction of Kagan Cooperative Learning Structures as a pedagogy in the Bhutanese Education system has become a key motivation to overcome classroom management problems and enhancing the learning experiences of students. Research shows its positive impact on students' learning ability and classroom engagement. Research also indicates challenges associated with the practical implementation of Kagan Cooperative Learning Structures in classroom situations. However, studies on the perceptions of teachers and students on the effectiveness of Kagan Cooperative Learning Structures at Higher Secondary Schools in Bhutan is limited. This study aimed to explore the impact of Kagan Cooperative Learning Structures in teaching and learning processes. This study also intended to generate the baseline empirical data of Kagan Cooperative Learning Structures in Bhutanese context. The study employed a quantitative research approach with a survey research design to 614 grade 11 & 12 students and 36 teachers from 6 Higher Secondary Schools from 3 western districts. The descriptive statistics found that several impending factors that prevented the implementation of the Kagan Cooperative Learning Structure in teaching and learning processes at Bhutanese Higher Secondary Schools. The findings provide new insights to relevant stakeholders in Bhutan about how the Kagan Cooperative Learning Structures is perceived at Higher Secondary Schools. Implications of the findings and recommendations are also discussed.