Cooperative learning (CL) is a pedagogical practice that has been shown to benefit students� social and academic abilities, yet it is not widely implemented in schools. This literature review explores current research on CL implementation in primary and secondary school settings in an endeavour to discover some of the barriers that keep teachers from implementing it in their practice. Three main barriers, discussed in this review, are teachers� understanding of CL, students� social skills, and time and organisation requirements. To counteract some of the perceived barriers of CL, enablers to CL have also been explored. Enablers discussed within this review include pre-service and continuing teacher CL training, teacher collaboration, and student social skills development. These enablers can help to counteract some of the perceived barriers in order to facilitate greater implementation of CL in the classroom.