The purpose for this research was threefold: to determine whether distinct and informative student profiles would emerge from knowledge, interest, and strategy measures specific to educational psychology; to compare these profiles with prior studies; and to explore changes in student profiles across an academic semester. As a result of cluster-analytic procedures, 3 distinct groups of participants emerged at pretest, and 4 emerged at posttest. One of the profiles that remained fairly consistent from pretest to posttest was the Learning-Oriented cluster. Students fitting this profile began the semester with the highest means in interest and strategic processing and with a moderate level of domain knowledge. By the end of the semester, this cluster obtained the highest means also on the domain knowledge test Yet, the largest cluster at posttest seemed unable or unwilling to learn from demanding exposition. In the last decade, the research on individual differences has moved toward the exploration of intraindividual variabilities (Ackerman, Kyllonen, & Roberts, in press). That is to say, researchers have become increasingly concerned with how cognitive and noncognitive factors, such as knowledge and self-regulation, configure differently within individuals (Ackerman, Kanfer, & Goff, 1995). Our purpose in this study was to explore such intraindividual diiferences by examining the various learner profiles that emerged within one classroom. Specifically, we wanted to ascertain whether undergraduates enrolled in an educational psychology course would naturally form into distinctive clusters based on their academic characteristics. We formed these clusters from information on students' subject matter knowledge, interests, and strategic processing. Because they were constructed by means of cluster analysis, the resulting profiles encompassed not only multiple indicators for each student but also data from every participating student.