Sequence of contextual information refers to the order of descriptions involved in the context component of items, such as sequence of events, sequence of intention and action, and sequence of effect and cause. To build on prior findings on how different sequences of contextual information could influence student test scores, we used eye tracking along with student cognitive interviews to further explore the sequence effect in this study. Thirty middle/high school students participated in this study, including 18 for think aloud cognitive interviews, and 12 for an eye tracking lab. We found that students had various explanations of how the sequence of contextual information helped or impeded their thinking process. Eye tracking data evidenced potential connections between the sequence of contextual information and test scores. For instances, students spent less time gazing at the version 1 (item contexts with key words) than version 2 (item contexts without key words).