<![CDATA[3D CAD learning requires not only mastery of software procedures but also engineering reasoning to understand geometry, determine component relationships, and validate modeling outcomes. This study aimed to identify patterns of students’ reasoning when completing a 3D CAD assembly task, develop an exploratory conceptual model of the reasoning trajectories that emerged during task completion, and identify reasoning gaps underlying the observed processes. A qualitative multiple-case study was conducted with five Mechanical Engineering Education students at Universitas Palangka Raya. Data were collected through task-based observation, screen recordings, and retrospective interviews, and were analyzed using thematic analysis with the assistance of NVivo. The findings revealed three reasoning trajectories: the Cognitive Obstacle Path, Pragmatic-Collaborative Path, and Analytical-Independent Path. Cross-case analysis further identified four categories of reasoning gaps: manufacturing knowledge, inferential reasoning, CAD procedural interaction, and spatial visualization, with error attribution identified as a cross-cutting metacognitive dimension. Based on these findings, an exploratory conceptual model was developed to describe the dynamic relationship among task demands, problem-solving strategies, and verification processes during 3D CAD modeling. The findings provide a basis for designing CAD learning that extends beyond software feature mastery toward the development of engineering reasoning.]]>
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