Studies investigating chemistry students' understanding of intermolecular forces have listed alternative conceptions; however, there is a call to investigate why students might have these alternative conceptions. This study describes how second semester general chemistry students predict the location of dipole-dipole forces between two molecules from a resource activation perspective. During interviews, 18 students were asked to describe the location of forces between four pairs of molecules. Students relied on one or more of the following approaches in determining location: (1) attraction between opposite charges, (2) electronegativity differences, (3) biggest electronegativity values, (4) largest atomic size, and (5) molecular shape. Each student's approach is characterized by the resources being activated and, in particular, students' use of electronegativity. Students' use of electronegativity varied, including comparing electronegativity values between unbonded atoms within a molecule and between atoms present on different molecules. The findings suggest future research directions and teaching implications that could improve students' understanding of intermolecular forces including the explicit integration and assessment of the concepts of electronegativity and intermolecular forces.