This paper presents a model of how multimethod approaches to research can be used to understand and measure individual diversity in learning, cognitions, and affect. The paper demonstrates the value of gathering qualitative data to supplement quantitative findings from quasi-experimental research in relation to achievement outcomes, acquiring a metacognitive strategy of self-questioning, self-efficacy, and anxiety. An aptitude-treatment study was conducted to investigate the comparative effects of two instructional approaches on achievement, metacognitive strategy acquisition, self-efficacy, and anxiety in a semester-long computer training program. There were 22 college students in the intervention group and 23 in the comparison group. Simultaneously, continuous qualitative data collection and analyses were conducted. Eight case studies were selected for the qualitative study. Results indicate complex relationships between initial levels of self-efficacy, anxiety, and instructional treatment. The simultaneously conducted qualitative studies enabled researchers to situate these effects in a holistic context. (Contains 27 references.) (Author/SLD)