This project evolved from the efforts of foreign lecturing staff at the Hong Kong Institute of Education. It was found when they first started teaching pre-service teacher education courses, that the language of instruction, although English, was not universally known at a sufficient competence level that all students could understand what was being discussed. The combination of large class size and differential culture expectations, found the lecturing staff themselves in a dilemma of how best to communicate effectively with their students. The following research objectives had to be addressed: 1. Increase collaborative Learning through quality learning teams; 2. To enhance academic outcomes of individual members of the quality learning team; 3. To inculcate a constructivism culture within the quality learning teams; 4. To enhance both learning and instruction strategies; 5. To encourage and increase motivation of both the quality learning team and each of its individual members; 6. To increase student achievement and create a positive student attitude of quality learning teams and their individual members; The formulation of a strategy whereby small groups (maximum of 5 students) took an independent assignment, worked as a "Quality Learning Team", reported back to the class and then with a combination of jigsaw and team presentation styles, a very satisfied, if somewhat initially frightened, group of students emerged. The departure from hand feeding, which was firmly put to one side, resulted in a more independent reflective individual. Team leaders were quickly established, friendships firmly made, trust in ones peers established, relaxed interdependency accepted as the norm, respect of ones peers accepted, leading to the emergence of highly motivated 'Teams' and individuals. The eventual consequence was all of these changed strategies created extremely motivated students for the most part and for those students whose learning style was not suited to this sharing