Humans perceive and interpret graphical representations of models daily. Student’s ability to do accurate interpretations of graphical and symbolical represented information is an important goal for the educational system. A study on 17 student’s interpretations of graphical and symbolical representations of linear motion is reported. The collected material consists of about 10 hours video recording divided into 20 sequences about 15–50 minutes each. The tasks used to approach student’s interpretation of graphical representation of linear motion where related to distance-time graph and analytical representations of distance function. The theoretical framework used is the theory of conceptual change for learning developed by Chi together with Tall and Vinner’s framework on concept image and concept definition.