Drawing on research around the utility of worked examples, we examine how 29 first- and 27 third-grade students made sense of integer subtraction worked examples and used those examples to solve similar problems. Students first chose which of three worked examples correctly represented an integer subtraction problem and used the example to solve a similar problem. Later, we presented only the correct worked example and had them solve another similar problem. Our results highlight how their initial ideas around which worked example was correct supported or constrained their later interpretation and use of the correct worked example. Students were attuned to the number of jumps shown in the examples; however, they sometimes misinterpreted the jumps' direction. Students' visual answers were correct more than their written answers, suggesting further attention to visuals could support students' reasoning. [For the complete proceedings, see ED630060.]