Research in science, technology, engineering, mathematics (STEM) education suggests development of STEM competency requires effective learning environments, including the use of varied representations (e.g., visual, symbolic) and opportunities for students to make connections among them. Although such practices have been advocated in the teaching of mathematics and science for some time, there has been a renewed focus on representations in the teaching and learning of STEM (e.g., Australian Curriculum, Assessment and Reporting Authority [ACARA], 2018a; Glancy & Moore, 2013). Working with representations plays a critical role in helping students develop flexible thinking and problem solving, and provides multiple entry points and access to individual STEM subjects such as mathematics (Huinker, 2015). This article describes the experiences of a peer learning circle as they developed their understanding of representational fluency in mathematics. The outcomes of this learning circle suggest useful approaches for pre-service teacher education, and development of teacher knowledge and expertise in the use of varied representations.