The use of collaborative learning teams is successful at many traditional higher education institutions. However, the use of collaborative learning teams at 3 University X campuses was noted as a source of frustration for students and may affect student satisfaction. Lower satisfaction rates equate to lower rates of success, graduation, referrals, and retention. The purpose of this study was to explore student satisfaction with the use of collaborative learning teams and how learning teams affect students' educational experiences at University X. Vygotsky's social learning theory and Astin's theory of student involvement framed the study. The mixed-method design included a quantitative online descriptive survey (n = 75) and qualitative phone interviews with students (n = 19) to explore the students' satisfaction with the collaborative learning teams, including perceived aspects of their educational experiences. Quantitative data analysis resulted in descriptive statistics and disaggregated data table sets. Qualitative data analysis through axial coding resulted in the creation of response themes. Combined analysis provided evidence that although students were generally satisfied with the use of collaborative learning teams, there were areas of improvement that could increase satisfaction and improve the student experience. The results of this study provided the basis for a 3-day faculty training that focused on improving practice and facilitating successful collaborative learning teams. This project can bring about social change on these campuses providing guidance to ensure both student satisfaction and success at University X and other education environments with shorter academic terms. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]