The purpose of this study is to investigate how students interpret expressions from calculus statements in the graphical register. To this end, I conducted 150-minute clinical interviews with 13 undergraduate mathematics students who had completed at least one calculus course. In the interviews, students evaluated six calculus statements for various real-valued functions depicted in graphs in the Cartesian plane. From my analysis of these interviews, I found four distinct interpretations of expressions in the graphical register that students used in this study while evaluating the statements using the graphs. I describe the characteristics of these four interpretations, which I refer to as: (1) nominal; (2) ordinal; (3) cardinal; and (4) magnitude. For some students, the use of these interpretations supported their graphical reasoning and correct evaluations of the statements. For other students, the use of some interpretations rather than others presented obstacles to their graphical understanding of the expressions in the statement. For instance, seven of the students never used a magnitude interpretation (interpreting an expression as a distance in the graph), even when working with difference expressions. I discuss implications of these findings for teaching with graphs across levels and directions for future research.