This study aimed to analyze the abstraction process of twelve-grade students' continuity knowledge through the RBC+C abstraction model. With this aim, a semi-constructed interview was conducted with two twelfth-grade students and recorded with a video camera. Two different research problems were addressed in the interview, and the students were asked to think about these problems loudly by discussing each other. As a result, it was understood that these students found difficult to build-with some prior knowledge that is required for abstracting continuity knowledge even though they recognized them. Nevertheless, it was observed that the students constructed continuity knowledge to some extent.