Studies about the effect of group work on achievement suggest that group work is a viable alternative to lecture and other instructional methods, yet the group literature provides little insight into faculty and students' attitude towards group work in higher education courses. In addition, there are no empirical studies that provide insight into when to use group work or when not to use group work. This dissertation was an investigation of reasons why faculty in higher education say they use group work, why they say they do not use group work, and student and faculty attitudes toward group work. Faculty and students of the Business Administration, Education, and Mathematics department at a mid-sized public university located in the Southeastern United States participated. Thirty percent of faculty from each of the three departments were randomly selected to participate in a structured interview regarding their reasons for using groups or not using groups in their teaching. All undergraduate majors in Business Administration, Education, and Mathematics were invited to complete a web-based questionnaire regarding their perceived negative and positive aspects of group work. The faculty interview and the student questionnaire concluded with a 9-question Likert scale that measured attitude toward group work. Results indicate that: (a) the use of groups is different in each discipline, (b) reasons for not using groups are equally as valid as reasons for using groups, (c) faculty practice does not necessarily match the current books or research on group work, and (d) some students' biggest problem, exceeding free riding, is the inability to find common meeting times.