"The purpose of this study aimed to explore the origin, process and results of an advanced school of cooperative learning(CL) implementing this teaching strategy. The study adapted qualitative method and collected data by participant observations, interviews, questionnaires and documents collection. After data analysis, the main findings were: (1) The longing of improvements in the teaching style motivated the case elementary school in becoming an “advanced school of CL”. (2) The principal’s action support and emphasis on curriculum and teaching lead the project of cooperative learning. Good campus atmosphere, peer relationship and teacher recognition were the fertile of this project. Paired Learning and Learning Together were the most common types of CL used by teachers. (3) In the early stage of the implementation of CL, teachers faced the problems of insufficient professionalism and experience, unsatisfactory performance of students and difficulty of special needs children cooperating with others. In the middle stage, teachers encountered the difficulties of students with insufficient cooperative skills. In the later stage, the problems included teachers getting used to a particular teaching format, feeling imperfect in teaching, the design of activities being affected by teaching progress, and unable to evaluate the learning effectiveness accurately. (4) After the implementation of CL, the role of teachers, teaching methods and teaching quality have changed. CL has become basic method and highlight of school teaching. CL enhanced students' motivations and participations, and parents gave the school positive evaluation."