Methods that have been employed in McGill University's (Montreal, Quebec) program of research into the nature of learning are described. The methods illustrate four phases of inquiry: conceptualization or model-building; data gathering techniques; data representation; and data analysis. For the university's learning task project, the development of a conceptual framework moved from a focus on one kind of knowledge structure to two kinds, from a set of study knowledge structures to a set of study intellectual skills, and from questions about the relationship of knowledge structures and intellectual skills to the question of what constitutes a discipline. The university has been investigating the use of semi-structured interviews with review by a third party and confirmation by the interviewed of the report based on the interview. One type of graphic representation that has been useful includes a tree structure of the most closely related concepts in a course in rank order. Data analysis involved testing the construct validity of Perry's scheme of intellectual development in the college years. Four developmental stages were postulated. A questionnaire was administered to first- and second-year students to determine convergence of measures within a stage and divergence between stages. Two pages of references conclude the document. (SW)