Abstract: Collaboration is a key factor in project-based instructional strategies. In online graduate education classes the partnerships upon which the collaboration is built often impact student’s attitudes and success in the classes. Therefore, an ongoing research project to determine the role that self-evaluation and peer evaluations play in quality collaborative partnerships was undertaken. Phase I of the study indicated that frequency of interaction between team members increased after anonymous self and team member evaluations of their collaborative efforts. Other results were also hoped for, but not found; therefore Phase II of the study used a more reflective intervention in order to enhance the experience for students and increase the effects. Although several results were statistically significant, the Phase II group differed significantly from the Phase I group in negative ways.