This paper describes an experience based on collaborative learning and explores its effects on students learning of Macroeconomics. This subject may be difficult to understand for undergraduates because it relies on complex analytical and graphical tools. The aim of this experience is to motivate undergraduates to study regularly, combining both individual and teamwork. The activity involves two parts: First, students work in teams in the classroom to elaborate an essay on a Macroeconomic issue proposed by the teacher. Second, they fill a questionnaire through Moodle to assess their knowledge. This experience was implemented in three degrees related to Business and Economics: Business Administration & Management, Finance & Accounting and Marketing & Market Research degrees. By the end of the course, students filled a survey about the usefulness of the experience. We present the results and compare the similarities and differences in students’ opinion across degrees.