Research to date has demonstrated that networking can be an effective strategy for supporting meaningful learning. However, studies have shown that learners encounter difficulties using it. In an attempt to understand and thus reduce these difficulties, this study examined learners' underlying cognitive processes and activities while networking. Detailed process, observational, and post-activity interview data were gathered on 14 participants during and after their networking of an 800-word text. The study showed that learners must possess several forms of prior knowledge, and devote appropriate time and effort in order to derive benefits from networking. The instructional implications of the process and the methodological contribution of this study are discussed.