Group projects in higher education often face issues of unequal participation, coordination, and engagement. This study examined a structured task distribution approach in a third-year Information Systems Security course at the University of South-Eastern Norway. By allocating specific individual tasks alongside collaborative responsibilities, the approach sought to address typical group work challenges. Mixed methods data from 11 group reflections (55 participants) and a survey (n=13) revealed enhanced understanding of information security concepts, improved problem-solving, teamwork, and communication skills, and better engagement and satisfaction. Significant positive correlations emerged between role clarity and engagement, engagement and satisfaction, and equitable contribution and satisfaction. Despite some coordination issues, participants largely preferred the approach over traditional methods, citing deeper course content comprehension and more equitable participation. The findings suggest that structured task distribution, when carefully implemented, can enhance group work in higher education, providing practical insights for educators.