Graphic novels in the K-12 classroom are most often used to motivate marginalized readers because of the lower text load and assumption of easy reading. This assumption has thus far been unexplored by reading research. This qualitative multiple-case study utilized think-aloud protocols in a new attention-mapping activity to better understand how expert readers use intentional attention shifts to make meaning in graphic novels. Four expert graphic novel readers, and four expert print-dominant readers, between ages 16 and 20 were asked to trace their attention across the opening pages of five graphic novels and to predict what the story was about. Utilizing digital video recordings as the primary data source, analysis included creating a visual representation of each reader's attention patterns, time used, as well as the complexity and accuracy of his or her predicted stories. Findings indicate that the expert graphic novel readers initially attended to visual elements to gain an understanding of genre, character, and possible plot points. Only after attending to the illustrations did they decode the written text, and finally synthesized the two. The expert print-dominant readers predominantly attended to written text effectively but did not use illustrations to support or extend their understanding or meaning making in the text. This study complicates current assumptions about the ease of reading graphic novels by observing expert-print dominant readers and expert graphic novel readers negotiate written text and illustrations.