[SUMMARY] Recently, collaborative learning has received attention as a proactive learning method. This study examines collaborative learning in high school science classes to verify whether this method enhances students’ learning motivations. First, we conducted a survey of head high school science teachers in Chiba to assess the circumstances of actual learning methods employed in science education. Mass teaching styles, which merely impart knowledge, are used in 80％ of science classes, while collaborative learning is rarely used in high school. Second, focusing on 3rd year students in Chiba prefectural public high schools, including 77 students in 2 classes, we compared two learning methods in model classes across 9 lesson periods. One method is an experimental class using collaborative learning, while the other is a traditional class that does not use collaborative learning. Before and after the classes, students completed questionnaires based on the measurement scale of willingness to learn by Kaneko. Average scores for the sense of capability and willingness to take on challenges increased for students in the collaborative learning class. These results suggest that these two factors influence learning.