The purpose of this study was to understand learners' reactions toward team learning activities in college education. Students' evaluations on team learning activities were collected from four universities in Seoul, Korea in December, 2009. The items included in the student evaluation were evaluations on ① overall satisfaction toward the class, ② instructional methods, ③ instructor's enthusiasm, ④ instructional materials, ⑤ task load, ⑥ test and assignments, ⑦ instructor's attention to learners, ⑧ the level of motivation, and ⑨ the level of knowledge acquisition. The results demonstrated that the students' evaluations on team learning activities showed a significant difference in years of schooling when it came to overall satisfaction toward class and the level of motivation. The students' evaluation also revealed that there was a significant difference in instructional materials and the level of motivation according to the class contents. By the class size, instructor's enthusiasm, instructional materials, and the level of motivation showed a significant difference. Findings were discussed in terms of pedagogical implications on team learning activities in college education.