This investigation utilized the qualitative case study method. Seventy-one College Algebra students were given a mathematical processing instrument. This testing device measured a student's preference for visual thinking. Two students were purposefully selected using the instrument. The visual mathematical learner (VL) was discussed in this article. VL was presented with mathematical tasks to complete over the course of a semester. Each task was given to the student individually. In order to thoroughly understand VL's responses, taskbased interviews were conducted and videotaped. In addition, the student was interviewed based on her response to the mathematical tasks. The tasks captured different types of mathematical functions. These included linear, quadratic, absolute value, and exponential functions. As patterns emerged from the data, the researcher called them categories. Several emerging categories were examined in the article. Also, O'Callaghan's (1998) translating component was present during the completion of linear, quadratic, absolute value, and exponential functions.