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The aim of this study is to make an in-depth examination of learners' experiences during cooperative learning. To investigate this issue, qualitative research method was applied. Six learners, two each from high, mid, and low groups, were selected for an interview. In addition, students' reflection and teacher-researcher's observation were used. The results were as follows. In the emotional dimension, learners felt a reduced level of anxiety and isolation. They also felt much more comfortable and their self-esteem was elevated during cooperative learning. However, they were self-conscious and uncomfortable with the time limitation. They also had difficulty in interpersonal relationships with peers. In the motivational dimension, learners' preparation time for the class became longer, class attendance increased, and motivation was enhanced. In addition, learners had a positive attitude toward English and toward the teacher. However, they showed dissatisfaction with the quality of explanations offered by peers. In the cognitive dimension, learners showed longer retention of the materials learned. Also, it was reported that they learned more from explanations they gave to other peers. However, they were anxious about having the wrong answer as a result of their peers' unclear explanation. There were also some differences between high and low learners in the three dimensions. The findings of this study suggest that cooperative learning has more positive effects in the cognitive, emotional and motivational dimensions than traditional instruction. Also, learners' experiences and perceptions of their experiences during cooperative learning can be understood in depth.