A survey was administered to calculus students who had previously been exposed to a course on integral calculus. The purpose of the survey was to explore students' understanding of the definition of a definite integral, their abilities to evaluate definite integrals, and their graphical interpretations of definite integrals. The analysis of participants' survey responses developed insight into their conceptions of integration. Survey results suggest that understanding the definition of a definite integral did not imply procedural fluency and that these students did not make connections between definitions and procedures in integral calculus. (Contains 1 figure and 4 tables.)