As learning center professionals, we have much to gain by conducting assessment to understand how our services help college students develop their academic strategies. The type of data we collect makes a difference in the interpretations we can draw, however. An initial step in becoming a scholarly practitioner is to consider the strengths and limitations of different data sources for assessment purposes. This review article discusses how self-report questionnaires, interviews, think-alouds, and study diaries can contribute unique insights into students' academic strategies. Also, it suggests guidelines for evaluating the suitability of various methods in light of assessment contexts, questions, and goals.