Dual eye-tracking measures enable novel ways to test predictions about collaborative learning. For example, the research project we are engaging in uses measures of gaze recurrence to help understand how collaboration may differ when students are completing various learning activities focused on different learning objectives. Specifically, we hypothesize that collaboration may be particularly beneficial for facilitating the development of conceptual knowledge, but perhaps less optimal for the development of procedural skills. As one test of this hypothesis, we anticipate that dyads working on a conceptual problem should show longer, more sustained periods of gaze convergence, as opposed to dyads working on procedural problems. We present preliminary data from one dyad that supports this hypothesis. Additionally, we discuss other potential uses for dual eye-tracking data in the context of our larger research project.