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The solution of physical chemistry problems is one of the main ways for students to acquire knowledge and develop skills. For the teachers it is an effective way to evaluate the progress of the students in the learning of the different contents of the subject. The knowledge of the strategies used by the students to solve the problems has an extraordinary importance, since it allows the teacher to favor those that propitiate the best solution, making the teaching - learning process more efficient. This paper presents the results obtained, through a case study, in a group of third-year students of the Industrial Chemical career, which allowed isolating and characterizing the strategies used to solve the problems assigned to them. A study like this presents great potential for the diagnosis of learning in a subject and the corresponding measures to reverse the shortcomings that are detected. [ABSTRACT FROM AUTHOR]