We explored potential profiles of interest, attitudes, and source evaluation by performing cluster analysis in a sample of Norwegian upper-secondary students. Differences among the profile groups with regard to multiple-document use were examined. The profile groups were partly consistent with the default stances described by the cognitive-affective engagement model of multiple-source use (List & Alexander, 2017), resulting in critical analytic, evaluative, and disengaged profiles. However, the model's assumption that interest and attitude constitute one affective engagement dimension was not confirmed. There were no statistically significant differences between the profile groups in the processing of a set of multiple documents; yet there was a tendency for students who adopted a critical analytic stance to engage in a more thorough text selection process. Those students also included more information units from the selected texts in their written products and integrated information units across the texts more frequently compared to the other profile groups.