To explore and characterize the problem-solving processes of experts evaluating and revising text/illustration combinations, a study was conducted with experts from three different fields. Participants, who included five subject matter experts (SMEs) in biology, five professional designers, and five editors, were asked to diagnose and address problems in mismatched visual and verbal information in text and illustration combinations from textbooks. Instructions asked each participant to revise the combinations so that the match between them would make the information easier for a 10th grader to understand. Analyses of their responses reveal that, despite some similarities, experts from different disciplines have different motivations and strategies to guide their revisions. Editors were most acutely aware of the other collaborators working with text, while SMEs were primarily concerned with the students as an audience. These differences in rhetorical constraints seem to have affected the revisions that the experts chose to make. Results support the importance of prior knowledge and rhetorical constraints in visual/verbal problem solving. (Contains 37 references.) (SLD)