Students love to hate group projects. Not surprisingly, one of the most ubiquitous complaints about college on social media often centers on group projects. Despite the seemingly deep-rooted distaste for group projects, instructors and employers alike agree that students must be equipped with the skills of communication, teamwork, and critical thinking. Group projects are widespread in business pedagogy. And the same is increasingly true for the business law classroom. Many legal studies courses and law professors use collaborative and group projects to teach law. Taking into account the benefits and difficulties of collaborative learning, the latest pedagogical research, and the author's own teaching experiences, this article reimagines group projects for the business law classroom. It maps out the detailed project objectives, requirements, and grading system of a reimagined, reinvigorated group legal research project for business law courses. It proposes five principles to overcome the common challenges of collaborative learning.