The purpose of this study was to make an in-depth understanding of the effects of cooperative learning on University students. In addition, the present study aimed at examining the effects of cooperative learning in the cognitive, emotional and social dimensions as well as self-directed learning ability. Participants included six English major students in a University. This study employed a qualitative study to uncover the effects of cooperative learning on students. Data were collected over a six month period using interviews, audio-recording, and students` self-reflection report. The findings revealed that cooperative learning has more positive effects in cognitive, emotional, social dimensions and self-directed learning than traditional instruction. In the cognitive dimension, students developed their critical and complex thinking through reconstructing their knowledge. Their feeling of anxiety and isolation lowered as they experienced cooperative learning in a non-threatening and comfortable environment. Students also improved their social skills by interacting one another in order to reach the same goal of the group. (Korea Baptist Theological University).