Group assignments have been used in tertiary education for decades. However, its feasibility in a class of multi-skilled freshmen with diverse educational cultures was a point of concern. This paper studies the effectiveness of a newly introduced group project on the learning habits and outcomes of freshmen students. Group assignments should be devised so as to promote collaborative learning and should not be a means to divide work. Especially with young students the teacher has to play an active role monitoring groups’ progress and ensuring that work is divided equally and rationally so as to maximise learning for every group member.