Observational learning has proved to be effective with learners of various ages and in various school subjects, including writing. However, little is known about the actual behavior of learners while carrying out observation tasks. In this case study, students’ learning activities when processing observation tasks are closely analyzed: six students thought aloud while observing sets of writers as peer models, and were interviewed afterwards. Results suggest that observers carried out many (meta)cognitive activities, especially activities based on the internalization and development of criteria for effective writing (observing, comparing, evaluating, and reflecting activities). These are precisely the activities assumed to play a central role in learning to write. Observational learning seems to stimulate these activities natu-rally, albeit they are not very evident in typical school writing tasks and exercises.