Philosophy of working together in classroom settings has been admitted as a substantial process providing a number of benefits to learners than a belief of working individual. Based on this fact the present study was conducted utilizing repeated measure design and experimental approach to compare the utility of two learning processes; Individual vs. Collaborative Learning. Employing experimental approach with two conditions; using individual and collaborative learning processes, 80 undergraduate students studying in two parallel sections of Psychology Class were studied. In condition I, the teacher used the individual learning process with section I and in condition II the teacher used the collaborative learning with section II. Before employing the experimental conditions at the start of semester, the students of both classes were tested on their levels of self-esteem and social skills. At the end of the semester, the students were tested again on these two variables. The study indicated two significant findings. 1. Students learning collaboratively and students learning individually were equal to some extent in their levels of social skills and self-esteem. 2. There were significant differences in the levels of two variables for the students learning collaboratively when they started course and when they ended the course. It implies that students by collaborating improved their social skills and self-esteem which are the essential potentials for learning. On the basis of these findings it is recommended that course instructors must encourage shared learning that will give students an opportunity to engage in discussion, take responsibility for their own learning, and thus become socially accepted.