This paper describes how a researcher developed task and four different data collection instruments provide evidence for the identification of various affordances of a technology-rich teaching and learning environment (TRTLE) that were perceived and/or enacted by Year 9 students in their solution of a linear function task utilising a graphing calculator. Each instrument proved valuable in the identification process, with post task interviews being particularly useful in identifying rejected affordances and others that had not been perceived until post task questioning and reflection. (Contains 1 table and 1 note.) [For complete proceedings, see ED496859.]