Despite decades of research on what learning actions are associated with effective learners (Palincsar and Brown, 1984; Atkinson, et al., 2000), the literature has not fully addressed how to cue those actions (particularly within the realm of physics). Recent reforms that integrate incorrect solutions suggest a possible avenue to reach those actions. However, there is only a limited understanding as to what actions are invoked with such reforms (Grobe and Renkl, 2007). This paper reports on a study that tasked participants with selecting the correct solution to a physics problem when given three possible solutions, where only one of the solutions was correct and the other two solutions contained errors. Think aloud protocol data (Ericsson and Simon, 1993) was analyzed per a framework adapted from Palincsar and Brown (1984). Cued actions were indeed connected to those identified in the worked example literature. Particularly satisfying is the presence of internal consistency checks (i.e., are the solutions self-consistent?), which is a behavior predicted by the Palincsar and Brown (1984) framework, but not explored in the worked example realm. Participant discussions were also found to be associated with those physics-related solution features that were varied across solutions (such as fundamental principle selection or system and surroundings selections). [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]