Researchers examined data from perceptual instruments administered to participants (36 undergraduate education students) during and following problem solving sessions. Think-aloud and interview analysis resulted in combining examination of the problems with the motivations and perceptions of the problem solvers. The nonemergent qualitative design revealed themes that affected the participant's solution paths. Conditions that positively influenced the use of analogical thinking were identified as enablers; those that impaired its use were labeled as inhibitors. Enablers included positive perceptions of the self as problem solver, active engagement in the problem, perceived familiarity with the domain of knowledge, and the accurate recall and use of problem solving strategies. Inhibitors included poor self-efficacy for problem solving, recall of negative experiences, lack of background knowledge, and inaccurate application of the problem solving principles. The participants' comments revealed connections with other theory and research on problem solving and learning transfer. Future research is implicated in areas of the effects of problem-solving instruction within a contextual domain. (Contains 2 tables and 29 references.) (Author/SLD)