In the Netherlands many schools for pre-vocational secondary education (PVSE) are implementing forms of competence-based education. It is assumed that these types of learning environments evoke deeper learning processes and lead to the development and integration of knowledge, skills and attitudes, which is visible in a more elaborate and better organized body of knowledge and in increased opportunities to apply knowledge and skills in relevant contexts. Little is known about the actual learning activities of students and the development of competence in PVSE (Van der Sanden, 2003). This research project aims to generate information about learning in competence-based PVSE, especially with respect to information processing strategies. As the psychometrical quality of different instruments to measure information processing strategies and the development of competence was doubted, a pilot was carried out. The results of the pilot were used to design a large-scale measurement procedure in order to measure the same variables with a larger number of students. In the paper the attention will go to the information processing strategies students use and to the development of the body of knowledge of PVSE students.The PVSE-students participating in the pilot were in the third year of the middle management vocational programme. Information processing strategies were measured using the think aloud method (Ericsson & Simon, 1998) and an adapted version of the Learning Style Inventory of Vermunt (Vermunt et al., 2005). The think aloud method was applied while 15 PVSE students were working on a representative learning task. Results were analysed using coding schemes that were filled out by two raters. The questionnaire was administered to 30 students (including the 15 students that were participating in the think aloud sessions). Results were analysed using factor analyses and reliability analyses. The body of knowledge of the students was measured using the concept mapping technique (Novak, 2002). Results were analysed by comparing the maps students drew in a pre-test to the maps they drew in a post-test (at the end of a project) using a coding scheme. Based on the results of the pilot, the procedure for the large-scale measurement was developed. That experiment was carried out in the spring of 2007.Based on the provisional results of the pilot, the students appear to have a preference for surface level processing. The concept maps mainly exist of descriptions of activities students have to carry out in practice. The body of knowledge of most students seems to be more elaborate and better organised at the end of the project. There appears to be a relation between surface level information processing and the development of the body of knowledge of the students. Final results of the pilot will be available soon and expectedly, results of the large-scale measurement will also be available before the ECER. Ericsson, K.A., Simon, H.A. (1998). How to study everyday life: contrasting think-aloud protocols with descriptions and explanations of thinking. In: Mind, Culture and Activity, vol. 5, no. 3, pp. 178-186. Novak, J.D. (2002). Meaningful learning: The essential factor for conceptual change in limited or inappropriate propositional hierarchies leading to empowerment of learning. In: Science Education, 86 (4), pp. 548-571 Sanden, J.M.M. van der (2003). Teaching methods for vocational education. In: Programme Educational Research 2004-2007, Netherlands Organisation for Scientific Research - Programme Council for Educational Research Vermunt, J. D.H.M., Bouhuijs, P.A.J., Piccarelli, A., Kicken, W., Andree, M. (2003). Learning Style Questionnaire for Secondary Education. Maastricht: ECAL.