Abstarct: Joint composition (JC), as a form of collaborative learning, is seen as a social activity where the learners collaborate to build up and develop their ideas. Collaboration, as a main factor of social activities, is a way of idea development. Joint composition (JC), as a form of collaborative learning, is seen as a social activity where the learners collaborate to build up and develop their ideas. Collaboration, as a main factor of social activities, is a way of idea development. This study aims at exploring the perceptions of the EFL learners doing joint composition tasks about what they have already experienced and what constitutes doing this sort of task. This study is baxsed on the implementation of the grounded theory in an EFL learning context in Iranmehr Institute in Babol, Iran. For the purpose of this study, 10 learners participating in joint composition writing course were interviewed. The qualitative data were then transcribed, coded, and analyzed using the principles of constructivist grounded theory (Charmaz, 2006). The findings of this study showed that joint composition is a promising writing task in that it can help learners learn target writing skills in a stress-free and effective environment. In addition, it was found that to successfully implement this task, the teachers have to prepare the context or the pre-requisites for its success including preparing a motivating classroom environment, satisfying the learners’ needs, making a sort of difference from traditional product-oriented classes the learners had already experienced. The findings of this study also indicated that it is necessary that EFL teachers take care of the core element identified in this study while conducting a joint composition task: cooperation in writing. This study has significant implications for EFL teachers and teacher trainers in that there are a number of pre-requisites that have to be met prior to implementing joint composition tasks such as motivating the learners to do writing tasks in groups or pairs, and focusing on learner’s immediate needs.