The study examined collaborative learning and academic outcomes of university-based Business Education students in Delta State, Nigeria. Three research questions and three null hypotheses were developed to guide the study. The study adopted a quasi-experimental design. The sample was 106 years II students of Business Education at Delta State University, Abraka (experimental group) and University of Delta, Agbor, Delta State (control group). The instrument for data collection was an office management achievement test containing 60 questions and multiple-choice objective answers. The instrument was validated by three experts in Business Education, University of Benin while the reliability of the instrument was achieved using the Kuder Richardson 21 (KR-21) reliability technique which yielded a KR-21 reliability coefficient of 0.89. The pre-test and post-test data for both the experimental and control groups were collected through the administration of tests. The data (scores) collected were analyzed using mean and standard deviation to answer the research questions while Analysis of Covariance (ANCOVA) was used for testing the hypothesis at a 0.05 level of significance. The result of the study showed that students taught with collaborative learning had significantly higher mean academic learning outcomes than those taught with the lecturer method. The study also found that the gender of the students had no significant (p<0.05) interaction effects with the treatments as both male and female students had higher academic outcomes from the effects of the collaborative learning. Based on the findings, the study among others recommended that teachers, lecturers and instructors in Nigerian tertiary institutions should be encouraged to adopt the use of collaborative learning strategies for instructional delivery to their students for improved academic learning outcomes of the students.