This study aims to explore how undergraduate students in mathematics and engineering professions make sense out of graphs representing periodic and repeated but non-periodic motions. In this study, making sense out of graphs means interpreting graphical features and describing a situation that could be represented by them. The data was collected by means of a questionnaire administered to 132 participants. Our findings indicated both students' misconceptions, as every repeated motion is periodical, and their strong willingness to assign practical meaning to mathematical entities. [For the complete proceedings, see ED597799.]