Although CL theories have been introduced in China recently, there are actually some Chinese teachers and researchers who have studied CL (see Ai Bin, 2009; Lee Hui, 2009; Li, Chu, Ki & Woo, 2011; While, numerous research studies have revealed that students who complete CL group homework tend to have higher academic test scores, higher self-esteem, more positive social skills, and a greater understanding of the content and skills they are studying (Johnson, & Johnson, Holubec, 1994; The researcher found that few researchers have investigated what students and teachers think. Meanwhile, many researchers have conducted research on the CL approach in universities However, some have shown it to be effective and some research has been presented as ineffective In most cases, its vagueness and factuality arouses my curiosity to do this research and discover some empirical evidence of its effectiveness at the university level. . The researcher will then focus on university students' and teachers' attitudes towards CL. This research will attempt to answer the following questions: 1) Do university teachers use cooperative learning in Chinese English classrooms? 2) How teachers implement cooperation