A randomized posttest-only control group experimental design was used to determine the effects of think-aloud pair problem solving (TAPPS) on the troubleshooting performance of 34 secondary-level career and technical education students. There was no significant difference in success rate between TAPPS students and students who worked alone ([chi][superscript 2] (1) = 0.747, p = 0.39, [phi] = 0.148). There was no significant difference in completion time between students who successfully completed the troubleshooting task using TAPPS and those who were successful working alone (t (9) = -0.74, p = 0.48, d = 0.45). The researchers tentatively concluded that the use of TAPPS may not be an appropriate strategy at the secondary level if the agricultural instructors' focus is a higher success rate and a reduction in the time to complete the task. However, agricultural instructors may have other legitimate reasons for using TAPPS such as a way to facilitate collaborative learning or as a way for instructors to identify student misunderstandings that could be used to inform decisions about individualized or even group instructional interventions. (Contains 2 figures and 1 table.)