In this article, I present the notion of a set-oriented perspective for solving counting problems that emerged during task-based interviews with postsecondary students. Framing the findings within Harel's "ways of thinking", I argue that students may benefit from this perspective, in which they view attending to sets of outcomes as an intrinsic aspect of the activity of counting. I analyze three student examples that demonstrate underdeveloped, developing, and robust set-oriented perspectives and discuss steps for further research.