The present study examined how 20 sixth-grade students made meaning while reading graphic novels. Participants completed multiple tasks during a 6-week period. Data sources comprised 1 reading survey, 2 teacher-student conferences, 5 small-group discussions, 1 visual stopping points assignment, and multiple journal entries. Grounded theory methods were used to analyze the data, and 6 themes emerged about students' meaning making: (a) modes (images, text, font, and color); (b) composition (lines, salience, framing, informational value, and reading pattern); (c) conventions (panels, gutters, and sound effects); (d) reading strategies (summary, visualization, and inference); (e) metacognitive strategies (determining theme, retelling, and using fix-up strategies); and (f) literary devices (plot, simile, and characterization). Findings indicated students made meaning via nonverbal components of graphic novels as well as strategies and elements of prose text.