This study investigated the relationship between what people looked up about new words when different kinds of information were available and how well they remembered those words. Dictionary information was incorporated into a computer-assisted language learning (CALL) program comprised of text, highlighted low-frequency words, and access to different lexical information about these words (explanation in English, translation into the first language, sound, root, and extra information). Participants were English as a Foreign Language college students in Hong Kong and Israel. Twelve low-frequency words were examined for incidental learning. Students were asked to read on-screen text and understand it so they could take a comprehension test. They could look up unknown words in the CALL dictionary. After task completion, students were unexpectedly tested on meaning recall of target words. Researchers investigated possible connections between retention and lookup behavior (type of information selected and number of lookups per word). Overall, different students had different lookup preferences. The use of multiple dictionary information reinforced retention. Results highlight the importance of providing different lookup options catering to varying lookup preferences in paper or CALL dictionaries when assigning tasks involving reading comprehension and understanding of unfamiliar words. (Contains 42 references.) (SM)