Cooperative learning is a group activity which is dependent on the exchange of information among peer learners and hence every individual in the group is motivated to learn better. The purpose of the study is to describe the process involved in the implementation of cooperative learning strategies in the development of writing proficiency of the undergraduate non-engineering students. The study has been conducted in VIT University with B.Tech first year experimental group of 30 students from heterogeneous background, who studied English for Engineers (ENG101) with Two Credit System. The study has been examined through observing student’s writing, questionnaires, interviews and the methods in which they developed their writing skills in cooperative learning environment. Students at this stage display weaknesses in the sentence structure, thinking, communicating ideas coherently with correct grammatical usage and resorting to the usage of colloquialism in their native language. The cooperative method integrates activities and promotes masterly learning, the building of thinking skills and strengthening of student’s social skill. The study which has been conducted in VIT University proved that cooperative learning helps students to improve their writing skills. This approach provides students the opportunity to work in small groups and helps them to improve their achievements. It employs quasi-experimental methods where the experimental group is taught writing skills through cooperative learning which is more students-centered and the teacher acts as a facilitator. In this method students are divided into groups of mixed ability, sex and background. Student exchange ideas and opinions and learn cooperatively from each other. The present paper explores the concept of cooperative learning and undertakes a case study of undergraduate non-engineering students and the way it can be implemented to enhance their writing skills. Thus as they exchanged ideas they learnt new content, vocabulary, sentence structure and they understood the language they were learning and experimented freely with new concepts of learning. © Research India Publications.