This work seeks to add to the growing body of chemistry education research that emphasizes the teaching and learning of advanced topics, focusing on students' understanding of enzyme kinetics. The data corpus relevant to this study involved 14 second-year undergraduate students enrolled in an introductory biochemistry course taught in a chemistry department. During semistructured interviews, the students were prompted to discuss a typical enzyme kinetics reaction scheme (i.e., E + S [right harpoon over left harpoon] ES [right arrow] E + P) and describe two enzyme kinetics graphs. The findings indicated that students had productive understanding regarding the meanings of the kinetic parameters (K[subscript m] and V[subscript max]) and the utility of Lineweaver-Burk plots; however, students needed more support in drawing connections between a conceptual understanding and the representations commonly used to model enzyme kinetics.