This study employs a cross-case analysis in order to explore the demands and opportunities that arise when information problem-solving tasks are introduced into college mathematics classes. Professors at three universities collaborated with me to develop statistics-related activities that required students to engage in research outside the classroom. This paper will focus on one aspect of the study: a comparison of how the teachers balanced mathematical content with information problem solving in the tasks that they created. These tasks incorporated mathematics in a variety of ways, ranging from tasks in which the mathematical component was crucial to others where mathematics served solely as a marker of credibility. This research has the potential to provide tools for understanding how to productively incorporate information-literacy instruction into the mathematics classroom without losing sight of mathematical goals. [For complete proceedings, see ED581294.]