In a study on reading strategies, we collected data using an introspective technique: the think-aloud protocol. In the present article, we report various aspects to be taken into consideration when administering this technique : how to initiate verbalization from the participants ; how to transcribe the protocols ; how to insure reliability, etc. Data were collected from 16 French-speaking graduate students at Laval University (Québec, Canada) while reading two abstracts, one in French and one in English. A total of 90 processing strategies were identified. Limits and pedagogical implications regarding the think-aloud protocol are discussed.