The teaching – learning technique called as the jigsaw method of teaching is a method of organizing classroom activities that make students dependent on each other to succeed their individual learning methodology. This learning technique breakdowns the classes into various groups and also divides assignments into pieces that the group assembles to complete the overall (jigsaw) puzzle. The foremost problems which arise in Jigsaw classrooms are that, there is a prerequisite to arrange for extra course material for the students to use in the classroom, It is observed that many faculty members hesitate to have a belief in their students in attaining the required knowledge by themselves, anxiety among faculty of syllabus coverage, Dearth of acquaintance with the Jigsaw classroom method of cooperative learning methods and shortage of students abilities and talents need to work in a group environment. Through this paper the researcher tried to understand and study the main problems of using Jigsaw teaching method in an Engineering classroom. This article analyzes the results of this study. The study sample included 20 students in the Diploma in Engineering (Polytechnic) Program at Rajarambapu Institute of Technology affiliated with Shivaji University, Kolhapur, located in Maharashtra. The present study reveals that the Jigsaw classroom of cooperative learning could be an operational mode of instruction for higher level thinking tasks. This can be explained as, there persists an optimistic interdependence and a discrete answerability created due to the circumstances for groups to think together and it also upgraded the individual presentation, as the discussion always leads to a considerable degree of clarity of concepts.