This paper is the second of a series of three which attempt to integrate categories of description aimed at characterizing the experience of learning in terms of the logical relationships that exist between them. The description of the qualitatively different ways in which various aspects of reality are experienced and conceptualized, and the search for logical relations between the categories of description arrived at have been labelled phenomenography. In this paper, the categories of description corresponding to the qualitatively different ways in which various aspects of learning tasks are seen by the learner are characterized on three increasingly general levels, with two sub-levels within each: (1) conceptions of what is to be learned--conceptions of content and conceptions of structure; (2) approaches to learning--holistic vs. atomistic approach, and deep vs. surface approach; and (3) conceptions of studying--orientations to studies and conceptions of learning. (Author/PN)