This study was undertaken to explore the problem solving processes of secondary-school students. Geometry students were given an experimenter-constructed test of convergent and divergent thinking and classified as high on both, high convergent, high divergent, or low on both. Of these 105 students, 49 were selected for individual observation as they solved the IO Block Problem. The experimenter took notes as these students solved the problem, then asked them to write their own analyses of their solution methods, and later had them solve the problem again. From the data obtained, the experimenter observed that high divergent students made fewer generalizations, used trial and error more frequently, and spent more time on the second problem solving trial than low divergent students. For all groups trial and error was used more at the beginning than later in the problem-solving process. On the average girls used fewer generalizations, and more trial and error, and required more time than boys. This study supported several findings from previous studies. (Author/SD)