In this research note, the author reports the results from 21 face-to-face, semi-structured interviews with sociology seniors at one institution. Her objectives are to describe, from the viewpoint of these students, common strategies and difficulties in learning sociology, and to posit some implications of the students' responses for her own and others' courses and programs. This work is in the tradition of classroom or program action research, "ongoing and cumulative intellectual inquiry by classroom teachers into the nature of teaching and learning in their own classrooms" and is learner-centered, teacher-directed, collaborative, context-specific, scholarly, and practical and relevant.