In educational psychology and other fields connected with education, the research technique known as phenomenography has long been used to investigate student perceptions of learning and how those perceptions impact what is learned. Although phenomenography has not yet been accepted as a mainstream methodological approach in second language studies, it has much to offer the field. This paper provides a detailed background of the perspective, focus, methods, and outcomes of phenomenography, along with an exploratory study that suggests the usefulness of this research approach in second language acquisition. Overall, the paper argues that phenomenographic inquiry may contribute to a more comprehensive understanding of how individual differences, framed by a learner's relationship with the context and object of learning, can influence the product of language acquisition. (Contains 1 table.)