Abstract: The paper reports the findings of a study examining the instructional strategies that contribute to students’ learning outcomes from collaborative team projects (CTP) in undergraduate level virtual courses. This research project is based on a guiding model of collaborative team learning (Johnson, Johnson, & Smith, 1998). There are four hypotheses in this study and qualitative research methods are used to analyze the data collected from the pre- and post- surveys on students’ evaluations of their collaborative experiences of and attitudes toward online courses. Preliminary results, along with applications and recommendations for designing effective collaborative activities in online courses, will be presented.