The study at present uses a new video method with individual audio tracks to investigate micro processes within learning in a simulation based learning setting. Visible and listenable behaviour was coded with regard to peer tutoring and problem solving. The frequencies and durations of these categories were summarized and used as dependent variables in regression models with cognitive abilities and goal orientations as predictors. Results showed that variation in the dyadic interactional behaviour was systematically related to these properties of the partners. For example, while overt problem solving behaviour is related to goal orientations there was no such effect for the cognitive abilities. Implications for the composition of dyadic learning groups and for further video study arrangements applying the new method will be discussed.