Most applications of think-aloud protocols have been conducted from theoretical perspectives that prioritize knowledge that is predictable and controlled by the researchers. In this article, we present an augmented form of the think-aloud method in which we aim to gain situated and participant-generated knowledge. The context for our study is examination of the problem-solving processes used by engineering students. We illustrate how our adaptation of traditional think–aloud protocols provides insights into participants’ thoughts and beliefs and how such think-alouds can increase social scientists’ understandings of complex phenomena such as learning or problem solving. In contrast to a typical focus on researcher-defined processes or an analysis of the products generated by students, our approach to think-aloud utilizes think-aloud procedures in combination with follow-up interviews to expand participants’ perspectives and investigate their experiences more deeply.