Theories of category learning have typically focused on how the underlying category structure affects the category representations acquired by learners. However, there is limited research as to how other factors affect what representations are learned and utilized and how representations might change across the time course of learning. We used a novel “5/5” categorization task developed from the well-studied 5/4 task with the addition of one more stimulus to clarify an ambiguity in the 5/4 prototypes. We used multiple methods including computational modeling to identify whether participants categorized on the basis of exemplar or prototype representations. We found that, overall, for the stimuli we used (schematic robot-like stimuli), learning was best characterized by the use of prototypes. Most importantly, we found that relative use of prototype and exemplar strategies changed across learning, with use of exemplar representations decreasing and prototype representations increasing across blocks.