This paper describes seven in-service teachers' interpretations of student statements about slope. The teachers interpreted sample student work, conjectured about student contributions, assessed the students' understanding, and positioned the students' statements in the mathematics curriculum. The teachers' responses provide insight into their Knowledge of Content and Students (KCS) and Knowledge of Content and Curriculum (KCC). Results suggest these teachers value academic terminology related to slope, have limited perspectives on slope in real world contexts, and struggle to describe the extension of slope to precalculus. [For complete proceedings, see ED581294.]