Performance on standardized figural analogy tests is considered highly predictive of academic success. While information-processing models of analogy solution attribute performance differences to quantitative differences in processing parameters, the problem-solving literature suggests that qualitative differences in problem representation and solution strategies may critically determine individual differences in performance. A study was conducted assessing eye movement patterns of high and low scorers on a figural analogy test during analogy solution to investigate strategic differences. Six of the highest and lowest scorers on one adult-level Cognitive Abilities Test (CAT) figural analogy subtest each solved 50 problems from two other CAT subtests shown on slides. A computer-based eye view monitor system was used to determine eye position. Data were summarized in terms of the number and duration of fixations made within the problem stem, answer alternatives, and between the problem stem and answer alternatives. The general pattern of results is consistent with the view that high scorers use a constructive strategy while lower scorers use an eliminative approach. High scorers appear to represent and solve problems in a qualitatively different way than do low scorers. This difference bears some resemblance to expert/novice differences in problem solving. (NB)