This paper describes data collection and analyses processes utilized to explore novice players' domain-specific volleyball knowledge in the context specific situation of game play. Sport knowledge, like other kinds, is domain-specific (Alexander & Judy, 1988; Glaser & Bassok, 1989; Griffin, Dodds, Placek, & Tremino, 2001; McPherson & Thomas, 1989; McPherson, 1993). As players gain more domain-specific knowledge in sport they are more easily able to access knowledge during game play to solve tactical problems; more successful solutions increase their expertise and move them further along the novice-expert continuum. Coaches and teachers who know more about how players use domain-specific knowledge during game play may provide better quality learning/practice environments. Therefore, it is important for researchers to continue exploring methodological approaches for accessing and understanding players' domain-specific knowledge. Participants included 16 of 24 students (M=11; F=5) enrolled in an elective introductory volleyball class at a large university. This introductory class was chosen deliberately because most students had minimal volleyball experience upon entrance. Data were collected using in-game thought sampling (talk-alouds and written protocols) and a post-instruction open-ended interview about participants' perceptions of learning and instruction. Participants also solved visual scenarios representing the tactical problem of setting up to attack. Thought sampling data were analyzed using McPherson's verbal protocol analysis system (1987, 1993, 1994). Participants' responses were coded for concepts (e.g., action, condition, and goal), how knowledge was structured (i.e., linkage of concepts), and quality of each concept (McPherson & Thomas, 1989). The protocol was modified to reflect the specific game context of solving the tactical problem, setting up to attack. Rules for coding concepts were recorded in a decision log. Result from initial analysis shows that these novices produced few high level concept statements and had few connections between concepts. These findings are consistent with previous research of novices' in-game cognitive responses (McPherson, 1989). Post interviews were analyzed using a priori categories of different forms of knowledge as well as searching for nuances in problem representations and solutions, including goal, condition, action (i.e., motor execution, perceptual response, do, regulatory) statements. Initial findings indicate that participants recalled details of both performance and instructional perspectives on these aspects of knowledge content (French & McPherson, 1999). This paper is significant because it helps researchers understand and implement more effective data collection and analysis methodologies to elicit information about players' knowledge content and how they utilize that knowledge during volleyball game play.