This paper reports on a study that investigated the interpretation of media graphs developed by student teachers. The analyses of interviews indicate that cognitive, affective and contextual, aspects might constitute important components of the interpretation of graph such as those that we can find in print media. Particularly we discuss Critical Sense in graphing which is a skill that people can use to read the data, building an interpretation that balances these different aspects. The discussion of results might contribute to an understanding of these aspects, and the development of strategies, which help teachers think about the teaching and learning of graphing in ways that will support the development of Critical Sense. [For complete proceedings, see ED 489538.]