This study investigated the effects of three factors (the number of collocates per node word, the position of the node word, synonymy) on learning collocations. Japanese students studying English as a foreign language learned five sets of 12 target collocations. Each collocation was presented in a single glossed sentence. The number of collocates (6, 3, 1) varied per node word between three of the sets, the position of the node word (+1, -1) varied between two of the sets, and the semantic relationship between collocations (synonyms, non-synonyms) varied between two sets. Productive knowledge of collocation was measured in pre- and post-tests. The results showed that more collocations were learned as the number of collocates per node word increased, the position of the node word did not affect learning, and synonymy had a negative effect on learning. The implications for teaching and learning collocations are discussed in detail.