At the forefront of the architectural world today is the discussion on the disconnect that exists between architectural education and professional practice. There have been recent calls to make architectural education more closely mirror architectural practice, typically favoring an increase in "cooperative" and "practice-studio" education in place of typical classroom and studio components. As the profession evolves, particularly due to trends in integrated project delivery (IPD) and collaborative methods of working, how do these models impact the career decisions and professional performance of students? The Beaux Arts philosophy, which has strongly influenced how architectural education is conducted in the United States, emphasized one-on-one teaching methods and fostered an atmosphere of individualism and criticism. My thesis aims to challenge this method in favor of more collaborative methods of learning that more closely emulate the realities of contemporary professional practice. The research will be conducted primarily through surveys, interviews, and observations of programs that support collaborative learning. The anticipated result of my research will be an assessment of best practices for collabora¬tive programs and how they impact students.. This analysis could help inform new pedagogical goals that aid in bridging the gap between education and practice.