In solving mathematics problems in collaboration, students encounter a range of mathematical and social struggles. As teachers cannot possibly respond to every such struggle, they may need to respond to those with which students require most support. Yet, little is known about students' success in overcoming the various types of struggle they encounter. In this study, we examined the types of struggle students experienced as they worked together in solving a cognitively-demanding problem. We analyzed the relative proportions of the various types of struggle they encountered, their success in overcoming each type, and the resources they leveraged in doing so. While students overcame many mathematical struggles, they had less success overcoming struggles related to reaching consensus or having their questions answered by peers. We argue that teachers may merit from support in learning to attend to these latter, more social struggles. [For the complete proceedings, see ED630060.]