The purpose of this study was to examine the effects of cooperative learning and the motivation strategies for older adults on performance, task on time and satisfaction from a multi component physical fitness program instruction perspective. After receiving specific training for implementing individual versus cooperative strategies, 56 older adults, classified as high and low need motivation for affiliation, were randomly assigned to treatments. An experimental method with a 2x2 factorial design for the study. Participants completed a multi component physical fitness program, the effects of cooperative learning and motivational strategies were examined across posttest, time on task and satisfaction. Results revealed that Subjects who worked cooperatively summarized significantly more effective assessment than those who worked individually. This finding does appear to supports the large body of literature from physical activities instruction and traditional learning settings. In addition, the result revealed a significant interaction between instructional method and the need for affiliation, subjects with a low need for affiliation who worked alone performed worse than all other groups on the posttest. Furthermore, results revealed that subjects who worked cooperatively spent more time working on the practice exercises than those who worked individually. Results also revealed that subjects with a low need for affiliation spent significantly more time on task than those with a high need for affiliation. The data suggest that participants who worked cooperatively reported greater overall satisfaction with the instruction than those who worked individually. The implications for cooperative learning and motivation strategies to promote older adults for functional fitness instruction and future research are discussed.