One approach to the study of problem solving is to observe how people with different skills (novices and experts) solve problems by collecting and analyzing protocols and formulating models to obtain solution processes. Individual differences are subsequently explained by the differences in the knowledge possessed, as embodied by the sets of production rules or programs. The intention of the models was to derive the knowledge of the skilled solver from the knowledge of the unskilled solver. Inferences about the transition have not been straightforward. An alternative approach is to determine what students acquire from studying, to represent the knowledge underlying the generation of the solution procedures for the skilled and less skilled students. This paper summarizes a study of: (1) how students learn to solve simple mechanics problems; (2) what is learned when they study worked-out examples in the text; and (3) how they use what has been learned from the examples while solving problems. It was found that successful students learned the material in a different way than less successful. The good students' quality of explanations was better in that example statements were related to principles and concepts introduced in the text. (Author/RT)