Online education places the instructor in the role of facilitator, guiding and directing learners to resources. Instructors may find that utilizing a group charter helps learners effectively manage group assignments. The objectives of this study were to (a) determine if the use of a group charter as an instructional strategy increased learner satisfaction with the online collaborative learning experience, and (b) identify what group charter components were most critical to the learners' experience. The research was conducted utilizing the phenomenographic research tradition. The analysis was self-developed and reflected the learners' experiences with the online group process and the impact that use of a group charter had on that experience. The research sample was an online class that was divided into 2 sections. The Charter section had 7 participants and the Non-Charter section had 8 participants. Direction was given to the Charter section as to the suggested components of a group charter. The Non-Charter section was not given any direction. Two unstructured, open-ended telephone interviews were conducted. Direct observations were conducted in both sections throughout the academic term. The results of this study demonstrate that the Charter section learners were more efficient and more effective in achieving the learning objectives and mastering the course material than the Non-Charter section learners. The Charter section learners stated that the group charter was instrumental in standardizing the work and responsibilities of the learners. According to this study, the 5 most important charter components that help in establishing members' roles and responsibilities are (a) determining the members' roles and responsibilities, (b) establishing the standard for the quality of work, (c) agreeing on a code of conduct, (d) establishing a conflict resolution plan, and (e) agreeing on time frames and deadlines. The early adoption of a group charter may provide learners with more of an understanding of the group members' responsibilities within the group. Future qualitative research studies should include a larger sample size and focus on how learner satisfaction with online group activities can be enhanced.