This research study provides the finding of a qualitative case study in Technology, Engineering, and Design Education as well as Social Studies Education. The purpose of this study was to describe the role of graphics within a social studies lesson by examining a student's experience when a new lesson is implemented in class. The participants were nine students in a single CTE class at a public high school in North Carolina that was near Research Triangle Park and offered a Scientific Visualization II course. The integration of scientific visualization into a civics and economics lesson provided insights in both curricula and the learning process. The qualitative data showed instances in which the student had a greater understanding of the subject when using scientific visualization to understand a lesson focused on supply and demand. The study's findings can be used to demonstrate how much visual representation impact a student's learning as well as the importance of listening to their voices. The themes that emerged were based on four components outlined in the theoretical framework, pointed to learning that was context-based, active involvement in conceptual learning, identification of learning goals, and a compassionate presence. The second research question, paired with the same theoretical components, found relevance in application to the real world, developing data literacy, learning that is understanding, and exploring creativity. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]