Collaborative learning has been promoted for decades as a way to increase engagement, equity, and learning gains in computer–science (CS) classrooms. The evidence for where and how these practices are studied across the CS curriculum has not yet been assessed. This poster gives an initial literature review of peer-reviewed CS-education publications that explicitly investigate collaborative learning strategies. Using a ACM Digital Library query, we identified 218 relevant publications about collaborative learning and CS education. Over two-thirds of the literature targets introductory programming and algorithms courses; more “advanced” topics such as operating systems, computer architecture, and theoretical CS collectively account for under 10%.