This study investigates the characteristics valued by teacher-researchers in collaborative group learning. Video data of groups engaging in the Physics and Everyday Thinking High School activities was collected from one teacher implementing the curriculum, and salient characteristics of group interactions were identified. These characteristics were organized into codes. The frequency of these codes was analyzed for trends. Based upon the code frequency analysis, the group that teacher-researchers identified as most effective engaged in more sense-making, displayed greater equity of voice, and demonstrated more equitable contributions. These findings may have implications for what actions teacher-researchers value in student groups. These valued behaviors may provide potential for interventions to improve group effectiveness and student achievement.