Mathematical, scientific, and technological knowledge is critical for people in a 21st Century world that is dependent upon a global interconnectedness and a knowledge-based economy. This is the kind of knowledge that will power innovations and drive decision making in the years ahead. Schools are therefore being called upon to devise a mathematics curriculum that is inspiring, rigorous, and thoughtfully articulated so that more students will be successful in math and pursue careers in science, technology, engineering, and mathematics (STEM). One curriculum area that is receiving increased attention in this national STEM initiative is the topic of graphing. Gathering, collecting, and interpreting numerical information is deemed an ever-increasingly necessary skill in a world that is inundated by data. This article describes how one teacher, who will be called Mrs. Elias, brought a variety of mathematical benefits to life with her kindergarten students as they created and interpreted a graph about their favorite apples. Her story also highlights the key role that teachers play in posing open-ended questions that enable children to make their mathematical thinking visible. (Contains 2 figures and 1 table.)