Technology is evolving and now some secondary classrooms see students using computer algebra systems (CAS), however, Zbiek (2003) points out that "graphical representations seem to abound in CAS-using classrooms" and "many [research] studies of the use of CAS depend highly on the graphing component of the tool". Kissane (2001) suggests that with the personal experience afforded by a graphing calculator the nature of learning "if carefully structured by the teacher, can provide pupils with important insights about functions and their graphical representations". Burrill et al. in their 2002 review note that the core research finding is that the type and extent of gains in student learning in the presence of handheld graphing technology "are a function, not simply of the presence of the graphing technology, but of how the technology is used in the teaching of mathematics". They concluded that "specific issues regarding the effective use of handheld graphing technology in the classroom have not yet been adequately addressed". This paper describes approaches used by senior secondary students using a Texas Instrument (TI) 83 graphing calculator during a small research study to determine a global view of a difficult function. Implications of these approaches for teaching in a graphing calculator environment are presented and discussed. (Contains 6 figures.)