Collaborative learning is a complex process with the potential to yield a variety of positive outcomes, particularly when supported by rich, well-designed uses of technology. The students are expected to learn not just the in-depth contents but also their integration through collaborative learning experiences. In addition, many collaborative learning practices expect the students to gain learning skills as well. These three different learning outcomes are compared in detail in this paper for three successful students observed in a highly collaborative, technology-supported college class. The comparison reveals that each acquired knowledge and skills in a unique way in addition to their basic learning. One student developed a solid, balanced understanding of all the learning materials, another integrated his choice of materials to attain insights into the topic of the class, and another student was very successful in strengthening a learning skill. This multifaceted pattern of outcomes reveals the richness of successful collaborative learning and compels us to explore divergent evaluation methods in learning-science research.