Group work is widely recognized within many academic disciplines as an important pedagogical tool when instructing graduate students, where a small group of interdependent individuals share responsibility for the outcome of a semester-long assignment for summative assessment. However, little is understood about this experience from the student's perspective. This qualitative study addressed the deficiency in the literature concerning collaborative learning on the graduate level. To explore this topic more fully, a descriptive, embedded, single-case study was conducted and addressed two key research questions: How do graduate business students experience group work and how do part-time Master of Business Administration (MBA) students use course instructors and other students in order to maximize their perception of positive group work outcomes? Using authentic, part-time MBA student voices, this study utilized multiple information collection strategies in order to understand this topic from the perspective of the learner. As a result, this research identified crucial situational factors that affect a part-time graduate student's group work experience and the perception of a positive group work outcome. A tripartite model emerged, providing a new perspective on these experiences and clarifying the current understanding of collaborative group work among part-time graduate students. The situational group work model includes an inventory of situational factors from the learner, facilitator, and collaborative perspectives.