A renewed emphasis was placed on ratio and proportional reasoning in the middle grades in the Common Core State Standards for Mathematics (CCSSM). The expectation for students includes the ability to not only compute and then compare and interpret the results of computations in context but also interpret ratios and proportions as they are represented in graphs. In this article, the authors illustrate the challenges that teachers face in linking an understanding of ratios and graphs by exploring student work from a ratio comparison problem (the Cherry Syrup problem), highlighting the understandings that are needed to create graphs from such problems, and discussing teachers' insights drawn from examining graphs developed from a ratio comparison problem. As teachers face the demands of CCSSM, they will explore the constraints and possibilities provided by students' strategies and understandings.