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This article presents the conclusions of a study monitoring pupils in cooperative education classes in the sixth grade. Their teachers came to an agreement that the pupils could work in groups, use peer tutoring, and regularly take part in class councils. It shows the observed effects of these measures on the pupils’ academic progress. In order to do this, we followed fifteen sixth grade classes, amounting to 312 pupils, divided between two public middle schools: one situated in an Educational Priority Area and the other in a rural environment. The data were collected over two school years, using learning tests, semi-structured interviews, and research questionnaires. Progress was identified among all pupil profiles, and there were also gains in mutual solidarity, autonomy, and responsibility. The quality of collaboration between the teachers also had significant effects on the pupils’ progress.