In a framework of cognitive theory, an exploratory study examined eye movements of learners studying print materials combining text and illustrations. Eye movement patterns were used as indicators of the cognitive strategies employed. Both design and learner variables were emphasized. Twenty-four graduate education students were randomly assigned to each of two page layout treatments. Design variables were text complexity (simple or complex) and page layout (either picture first and then words or words before picture). Learner variables were sex, cognitive style (field dependence/independence), and prior knowledge. The dependent variable was visual attention indicated by eye movement data including duration, transitions, and sequences. Subjects studied the material while fitted with head-mounted eye movement detecting equipment. Of the design variables, the complexity factor was most determinative of learner strategy. Of the learner variables, cognitive style and sex were reliably associated with learner strategies, but prior knowledge had no effect on strategy. In an analysis of the complex page, results revealed a tendency for females to favor the given order and males the reverse. Six references are listed. (LMM)