This study was undertaken to determine whether hierarchically structured problem situations could be developed and used to identify where individual solutions to problems in elementary physics are interrupted and whether examination of student approaches to problem situations would be useful to physics teaching. A random sample of 26 students provided data on typescripts obtained from taped recordings during problem solving. Classification of the phrases involved was completed for a selection of problems. The summary of entries in each category was analyzed in conjunction with success as determined by correct final answers. A set of tasks was developed and demonstrated as successful. The Classification Scheme developed included cognitive and affective behaviors, each broken down to include an evaluative component. From the study it was concluded that students comparable to those participating in it may be engaging in evaluative judgments at levels of application or lower. That most successful solvers engage in more Cognitive-Evaluative indicates that teachers should consider ways in which these behaviors can be encouraged in the classroom. (Author/EB)