As part of graduate work for a specialist in education degree, this study examined the literature review process of doctoral students in education at the University of Kansas (UK) and Kansas State University (KSU) examining several student variables. In particular the study sought to clarify the response of students to the variety of bibliographic tools now available to the researcher. The independent variables were gender, program of study, university attended, masters thesis written, years between completion of a masters program and commencement of the doctoral program, and campus residency while engaged in the review of the literature process. The sample consisted of 61 doctoral students, 35 from KSU and 26 from UK who were mailed surveys which they then answered via telephone interviews. Significant main effects were years between masters and doctoral program and using electronic indices and gender and having someone other than the subject complete a computer search. Results appeared to suggest that there is an association between gender and having someone else complete a search and that there is an association between years between completion of a Masters degree and commencement of a doctoral program and using electronic indices. Included are 35 tables, appendixes containing the study instruments, and 23 references. (JB)