Although cooperative learning theories have been introduced to China recently, there are indeed Chinese teachers and researchers who have studied cooperative learning (see Ai Bin, 2009; While numerous studies have found that students who complete CL group tasks tend to have higher academic test scores, greater self-esteem, more positive social skills, and better understanding of content and the skills they study (Johnson, & Johnson, Holubec, 1994; Slavin, 1990). The researcher found that few researchers have studied what students and teachers think about it. However, many researchers have conducted research on the CL approach in colleges. However, some have proven its effectiveness and some research has been presented as ineffective. For the most part, its vague and self-effacing nature sparks my curiosity to do this research and uncover empirical evidence of its effectiveness at the college level. The researcher will therefore focus on the attitudes of students and teachers towards CA. This research will attempt to answer the following questions: 1) Do university professors use cooperative learning in Chinese and English language classes? 2) How do teachers implement the cooperative