This case study contrasts the strategies used by two students in solving bilateral symmetry and reflection tasks, based on the differential properties they attended to. The ninth grader focussed on congruence of sides as the main property of reflection whereas the eighth grader focussed on perpendicularity and equi-distance, as is the normative procedure. The inadequate criteria for reflection shaped the ninth grader's actions and equally served to validate her solutions, although in a flawed fashion. The visual strategy took over as a fallback measure. We attend to some of the well-known constraints that students encounter in dealing with symmetry, particular situations involving slanted line of symmetry. Importantly, we made an attempt to show how visual and analytical strategies interact in the production of a reflected image. [For the complete proceedings, see ED597799.]