The better management of group dynamics is increasingly being recognised as crucial for the success of inquiry-based curricula. This paper explores a number of issues surrounding the management of group dynamics in collaborative learning settings in medical education at the University of New South Wales, Australia. The findings of a study conducted there provide a practical framework for the identification of common problems that can confront facilitators, as well as a range of strategies that have been found by experienced facilitators to be useful in managing these issues. The strategies are discussed within the conditions in which they have been found to be effective, and facilitators are alerted about the possible pitfalls associated with these strategies. Thus, the paper provides insights into a key aspect of the collaborative learning and teaching process and the student behaviours that impact on it. It proposes practical strategies that can inform staff development activities, and is a starting point for developing quality teaching support.