This article reports on a study investigating how postsecondary students interact with mathematical proofs with a focus on how they go about unpacking a "received proof," how they make meaning from what they are given, and whether they believe that mathematical meaning can be drawn from such proofs. Case studies were conducted with seven non-mathematics majors of varying mathematical competence. Data sources included semistructured interviews aimed at exploring their knowledge, beliefs, and learning approach regarding received mathematical proofs. This included engaging them in "proof mapping." The findings discussed here are based on two of the participants who had seen some basic mathematics proofs and their beliefs about received proofs. The study shows that though both students displayed a respect for proofs, their beliefs indicated that they had not received or understood their importance in mathematics education. Moreover, they believed that their efforts to engage with received proofs are largely self-created, based on modeling classroom discussions. Implications are discussed for teaching through received proofs.