The purpose of this study was to investigate the possible responses to anomalous data obtained from experiments that are repeatable by carrying out additional or alternative experiments in the laboratory. Based on an analysis of responses from scientists to anomalous data taken from identification experiments on the Vinland Map, it was assumed that an additional response--uncertainty about interpretation of the data--should be considered in addition to the other eight responses reported by Chinn and Brewer [1998]. It was also assumed that a process of responses containing more than one response is possible for a given subject who is responding to a given piece of anomalous datum in the laboratory. Both assumptions were verified by examining responses of undergraduates to anomalous data obtained from repeatable laboratory experiments. The results of this study show that there are nine categories of responses: ignoring; rejection; uncertainty of validity; uncertainty of interpretation; exclusion; abeyance; reinterpretation; peripheral conceptual change; and conceptual change. Moreover, two categories of processing, "anomalous data-final response" (A-R process) and "anomalous data-[mediators with/without intermediate responses]-final response" (A-M-R process), are assessed in this study. It is suggested that science instructors could use the nine categories of responses to understand the learning characteristics of students, and also to use the A-M-R process to design suitable teaching strategies to arrive at meaningful learning.