Instructional images are used widely in textbooks and other learning materials, but the role of learner interpretation has not been adequately explored. While previous research has demonstrated the diversity of interpretation derived from images by learners, this research has not consistently taken place in the context of authentic learning tasks. In this study, we examine the interpretations made by in a university environment in an authentic learning context-specifically foreign language learners. Participants included English speakers learning Arabic and Arabic speakers learning English, and their use of a set of designed illustrations. Meaning-making and decision-making strategies were identified, demonstrating the nondeterministic role of images in the learning activity.