This pilot study investigated the capacity of eye-gaze tracking to identify differences in problem-solving behaviours within a group of individuals who possessed varying degrees of knowledge and expertise in three disciplines of science (biology, chemistry and physics). The six participants, all pre-service science teachers, completed an 18-item multiple-choice science assessment while having their eye-gaze tracked and recorded. Analysis of the data revealed differences in eye-gaze behaviour across different disciplines and similarities among participants with similar science backgrounds. This manuscript discusses various issues in eye-gaze tracking data analysis and suggests some analytical techniques for addressing these issues. The findings suggest that eye-gaze tracking may potentially be a useful approach to furthering our understanding of students' problem-solving behaviours.