This study on problem solving used a sample of 92 people, broken down as follows: 56 first year chemistry students, 18 Tertiary Orientation Project (T.O.P.) students, 7 H.S.C. students, 8 second year chemistry students, 2 staff members, and 1 technician. Subjects were each given four elementary organic chemistry problems. Each session consisted of up to one hour for solving the problems, and approximately two hours for completing a knowledge test, an IQ test, and the California Personality Inventory (C.P.I.) test. Subjects were asked to think aloud into a cassette recorder while they were reading problems and during the knowledge test. Three cassettes were analyzed, leaving 89 for further study. The aim was to see if: (1) there were generalizable problem-solving strategies similar to the ones described by Bruner in concept attainment; (2) these can be identified by use of Mandell's PSBTS methodology; and (3) there are correlations between IQ, psychological makeup, and student problem-solving behavior. Results provided strong evidence of the use of identifiable and generalizable problem-solving strategies, but there was little correlation between subjects' IQ's, C.P.I. profiles, and problem-solving strategies. (MP)