We have all seen it happen, whether we randomly create learning teams, or allow students to form their own groups; eventually “that group” will form. The group that will offer tremendous social interaction, get along well, and be completely off task. This group will look forward to the interaction they have with each other, and will make some headway on the project, but will in many cases provide the weakest outcomes when the project comes due. Or “that group” may take the full opposite approach and take no interaction on their own, and try to assemble a project from pieces done by team members in seclusion. I have personally seen the phenomenon occur in everything from students attending their first class to seniors in their final term. Often as instructors group projects and learning teams signify a reduction in direct contact with students. This should not be the case; even in stepping away from the traditional teaching experience it is important to review milestones and interactions in the group. Often this means re-exerting a sense of purpose, and identifying where issues are occurring. If there are personality conflicts in the group, arbitrating a solution; if there are focus problems, helping the students reestablish their goals; and sometimes just reminding them of deadlines they must meet. It is very common that students feel they are carrying others in the group, but checking frequently on who is responsible for different tasks, and remaining a part of the experience can help the students learn important social skills. In the same way we should never explain away a bad experience by accusing the student of being a poor student, nor should we ever let ”that group” founder without direction.