One of the responsibilities of business schools within universities is to prepare students be successful in business. Success in business often requires students to be effective working and collaborating in virtual teams: groups who are geographically dispersed with members who have never met. Schools have become aware of the need for students to work in teams, but need to investigate the structure and design of courseware to build collaboration skills within students. The goal of this research was to determine if there is an optimal number of group assignments that will result in better group learning performance. This research investigates the optimum number of group assignments needed to promote effective work within virtual teams, by examining performance on a final assignment of a business case. The findings are that students who have at least a medium exposure (three) to group assignments performed significantly better on the business case and cost risk benefit analysis then students with no group assignments prior to the business case. This is significant because it can aid in the pedagogical development of undergraduate and graduate courses in information technology.