Computer-Supported Collaborative Learning (CSCL) research has become pervasive in STEM (science, technology, engineering, and mathematics) education over the last several decades. Guided by sociocultural and social constructivist theories of learning, CSCL focuses on shared meaning making and is influenced by the three pillars of CSCL: enabling technologies, pedagogical designs, and modes of collaboration. This chapter identifies different approaches to CSCL that involve different combinations of these pillars. Based on an extensive literature review, we identify four distinct clusters that represent these different combinations. Focusing on two of these clusters, this chapter (1) identifies robust themes in this field and (2) discusses the positive outcomes associated with these aspects of CSCL. Outcomes include learning gains, process improvements, and affective outcomes. Across clusters, results demonstrate that scaffolding and feedback in different combinations are important for positive outcomes. However, feedback that is poorly timed or excessive sometimes impedes learning and affective outcomes. Moreover, different combinations are used with learners at different ages and learning goals. Designing CSCL for different learning environments requires considering the complex system of learning environments that emerge from the interaction among the learning contexts, learner characteristics, and learning activities.