Students today routinely conduct research online to solve academic and everyday problems. Researchers have established a good understanding of learners’ behaviors in information problem solving (IPS) by quantitatively examining learners’ IPS tracking data. Yet to better teach IPS, we need to know more about learners’ reasoning processes. Applying a self-regulated problem-solving model she previously developed, Dr. Huang has been collaborating with colleagues from the U.S. and China to investigate IPS among undergraduate students. By analyzing think-aloud, screen-recording, artifacts, and interview data, the team has identified distinct IPS patterns and the driving forces behind each. Her next step is to examine another piece of the puzzle – leaners’ epistemic beliefs, to see how they affect learners’ IPS approaches and outcomes.