This study explores the relationship between the types of students’ verbal interactions in small groups and the groups’ progress on the task. The study takes place in the context of undergraduate face-to-face collaborative problem solving engineering classrooms. Students worked in small groups to solve an authentic, ill-structured engineering task. Students’ verbal interactions were analyzed in terms of collaborative, cognitive, and metacognitive dimensions. The types of interactions under each dimension were correlated with the groups’ progress on the task. Findings indicated that groups were partially engaged in high quality interactions despite the fact that the task and the technology were designed to promote the types of interactions that positively impact the group processes. Higher group progress scores were associated with more engagement in causal elaborated statements and metacognitive turns. This can inform the design of tasks, technological tools, and instructional models that are used in collaborative problem solving STEM classrooms.