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Synopsis In the classrooms, teachers used a number of classical and modern strategies of instruction for easier transaction of curricular materials. Through this book the authors examine the effectiveness of a modern instructional-learning strategy (cooperative learning with built-in-peer tutoring) over the conventional-objective based method of teaching. The effectiveness is studied in the form of a controlled experiment. An elaborate theoretical account of Cooperative Learning, Peer Tutoring and Cognitive Entry Behaviour (intelligence) are presented along with an exhaustive review of research findings related with cooperative learning and peer tutoring. The book gives valuable informations on how to design and practice a cooperative lesson in actual classroom set up. A number of model lesson transcripts based on various cooperative learning procedures in different curricular areas such as language, social science, mathematics and science are given for the use of future researchers in this area. The actual procedure in conducting such an open experiment in the classroom is discussed in detail in a research oriented fashion followed by the presentation of the outcome of the experiment. The controlled experiment and the analysis of the experimental data established the effectiveness of cooperative learning with built-in-peer tutoring strategy over the conventional method of language teaching. The outcome of the experiment revealed that cooperative learning is effective for higher achievement and better retention of the materials learned by the pupils than the conventional method. The book is materialised out of the research experience gained by the authors in this area. The book will aim teacher educators, educational researchers and post graduate students of education as target readers. The informations given in the book are relevant and up-to-date which can be used as a source material for future researchers.