The study aimed to identify the reality and role of implementing the cooperative learning strategy in private schools in Palestine from the teachers ’point of view, and its relationship to some variables: the reality and role of implementing the cooperative learning strategy, the steps for implementing the cooperative learning strategy, and the obstacles to implementing the cooperative learning strategy In order to achieve this, a sample was chosen where the study sample consisted of (308) of whom (123) teachers and (185) teachers were chosen by the intentional method from private schools in Palestine, and the researcher used to measure his questionnaire of the reality of moral education that consisted of ( 55) A paragraph distributed into three areas, and use appropriate statistical methods to analyze the information. The results indicated that: The reality and role of implementing the cooperative learning strategy was average as the arithmetic averages ranged between (2.61 - 3.69). ), Where Paragraph No. (9) which states that “Cooperative learning gets the student out of the routine he is used to in the class” came first, with an arithmetic average of (3.69), while Paragraph No. (No. 8) It states: “Private schools increase students’ academic achievement more than hard schools Weme "ranked last, with a mean of (2.61). The arithmetic mean of the field of reality and the role of implementing the cooperative learning strategy in private schools as a whole, and the results showed that the steps for implementing the cooperative learning strategy were medium, as the arithmetic averages ranged between (3.46-3.83), where the procedural steps came in The first place with the highest arithmetic average of (3.83), while the evaluation steps came in the last place with an arithmetic average of (3.46). The arithmetic average of the steps for implementing the cooperative learning strategy as a whole was achieved, and the results showed that the special obstacles The student was moderately and the teacher’s constraints came large, as the arithmetic averages ranged between (2.91 - 3.76), where the teacher’s obstacles came first with the highest arithmetic average of (3.76). ), While student-specific obstacles came in last place, with an arithmetic average of (2.91), and the arithmetic average of the obstacles to the application of the cooperative learning strategy as a whole was reached.