The aim of this study is to find out whether an approach based on a game-theoretical method may promote constructive collaborative conflict-management among upper secondary-school youths. An additional aim is to investigate how the young people involved in the study experience such an approach. It is an intervention study; the research material has been collected both before and after the intervention. The empirical material has been collected in Sweden using written reports and focus-group interviews. Both quantitative as well as qualitative methods of analysis have been used. The results of the quantitative analysis demonstrate that the approach tried out in the study may enhance constructive collaborative conflict-management. The qualitative analysis concerning the participants’ experience of using the approach show that the investigated approach is for the main part experienced as an asset but can also, in certain contexts, be seen as problematic.