This report describes the impact of cooperative learning in low track and regular classrooms, using the dimensions of student alienation, academic self-esteem, willingness to cooperate, and academic supportiveness. The investigators examined the influence of student agency in choosing peers for the cooperative groups in a high school science classroom. Results indicate that the ability for low track students to choose group mates can result in greater feelings of alienation, have no effect on bolstering a lower academic self-esteem, and decrease willingness to cooperate with peers. Regardless of stream, students did not feel academically supported by peers in the classroom. Recommendations for using cooperative learning and coping with educational reform are discussed.