Using a difference-in-difference estimator adapted to include student fixed effects, we examine whether exposure to an authentic, business-oriented approach to group assignments improves student attitudes about working in groups. Our results show that, compared with a traditional approach, students exposed to the business-oriented approach had significantly improved attitudes about group assignments in general. Specifically, students indicate that forming groups was more authentic and likable, individual grading processes were fairer, and scheduling group meetings was easier. We also identify the marginal effects for these improved attitudes and show that the relevant factors are, in descending order of importance, improvements to group scheduling, group formation, and individual grading.