Recently, language learning researchers have seemed to focus more on process than product because process data are claimed to provide better information for understanding language acquisition. Since research on learners' use of strategies is believed to shed light on learning processes, it is attracting more and more researchers' attention. On the other hand, computer assisted language learning (CALL) researchers and courseware developers have been much concerned with evaluation partly because of the high cost of CALL, especially multimedia CALL, development. Empirical data of learner strategies in CALL contexts are needed to disclose what learners actually do when they use courseware and, perhaps more important, what kind of learning actually occurs in CALL mediated contexts. This paper first provides a short survey of learner strategy research, strategy instruction, and the use of on-line help in multimedia materials.1 Then, a study which was conducted as part of a formative evaluation study on an interactive videodisc (IVD) program is discussed. The study investigated (a) learners' use of resource facilities (e.g., their use of scripts, glossaries, and background information) in the IVD program and (b) their reactions to the use of the resource facilities.