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One of the most prevalent changes in education in recent years has been the increasing use of collaborative small groups. Both psychological and educational theory support the notion that children can effectively learn from each other. In addition, there is empirical support for the efficacy of collaborative learning; however, there is little research investigating the mechanisms which have been proposed to promote this learning. The purpose of this study is to better understand the role of these mechanisms in engendering new understanding. The 6th grader participants worked in groups of four on science problems dealing with matter and molecules. Transcripts were made of the videotapes of the groups and students were individually interviewed following each of the discussions. Results indicate the mechanisms of cognitive change do not adequately describe the learning process. Rather, the characteristics of the task as well as the social processes unique to each group influenced not only the frequency, but also the role of each of the mechanisms. The interview data suggest that the students themselves were aware of and articulate about the social and cognitive processes within the group. Implications for theory, practice and further research are presented.