This study explored the attitudes of Afghan English as a foreign language (EFL) instructors toward cooperative learning (CL) and its perceived opportunities and challenges in the context of higher education in Afghanistan. The participants (n=8) were chosen purposively from among the master trainers of TESOL (Teaching English to Speakers of Other Languages) and English instructors from the English Department of Kabul Education University. The study employed a qualitative research design, using semi-structured interviews, to collect data from the participants. The data were analyzed using a thematic approach and the three components of Spooncer’s (1992) tripartite model of attitude as a framework. The findings indicated that the participants held a positive attitude toward CL in the context of higher education. Furthermore, the paper revealed some opportunities and challenges for both teachers and learners when implementing CL. This study also provided some possible solutions for the challenges associated with the implementation of CL.