To enhance learning, it is desirable to also let students learn from each other, e.g., by working in groups. It is known that such groupwork can improve learning, but the effect strongly depends on how we divide students into groups. In this paper, based on a first approximation model of student interaction, we describe how to optimally divide students into groups so as to optimize the resulting learning. We hope that, by taking into account other aspects of student interaction, it will be possible to transform our solution into truly optimal practical recommendations.