Qualitative methods were used to investigate the processes of data collection by 7 speech–language pathology students in their first or second semester of clinical training, through weekly open-ended interviews in which clinical therapy data were discussed. Students also wrote in journals and shared data sheets. Findings indicated that data collection resulted from a complex interaction of reflection and practice through which 8 strategies or processes of data collection were constructed by the students. These processes included (1) perceived insufficiency of assessment data; (2) triage of therapy goals; (3) focus on pertinent information; (4) closing circles of data; (5) triangulation; (6) experiencing uncertainty; (7) creating readability; and (8) integration of client perspective. Considered in total, these processes clearly convey the students actively constructing meaning from clinical data and integrating their data with theory, setting the stage for collaborative relationships with clinical supervisors and clients.