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Collaborative learning has existed for some time, and instructional methods have been developed, such as cooperative learning, team learning, and problem-based learning. The purpose of this study is to observe students in learning teams and how their observations of their team and team members are reflected in peer evaluations. We examine pre- and post-team history elements, such as basic demographics, personality factors, exam scores, and observations of team process and team goal attainment. Pre- and post-team history factors correlate with peer evaluations and are discussed. In our analyses, we take into account intraclass correlations and individual and group effects. Suggestions are given for future research.