Understanding how students reason with logical implication is essential for supporting students' construction of increasingly powerful ways of reasoning in proofs-based mathematics courses. We report on the results of an NSF-funded case study with a mathematics major enrolled in an introductory proofs course. We investigate the epistemological obstacles that she experienced and how they might relate to her treatment of logical implications as actions. Evidence shows that an action conception may pose challenges when students transform or quantify implications and may contribute to erroneous assumptions of biconditionality. Our report on available ways of operating with logical implications as actions is a first step in designing instructional tasks that leverage students' existing reasoning skills to support their continued development. [For the complete proceedings, see ED658295.]