In this case study, five pre-college students and a teacher were interviewed using an assessment instrument consisting of six problems involving linear functions. The qualitative research study model was inspired by Lesh, Post and Behr's Translation Model (1987). The theoretical framework for the study was based on cognitive and social constructivism. There were three major findings for research question 1. (How do multi-representations help in understanding of linear functions for Pre-College students?). 1. Four out of five students successfully completed tasks related to linear functions and their multi-representations (algebraic, graphic, tabular, pictorial, and contextual).2. Students were limited in their ability to move flexibly among representations of linear functions. 3. Students' faced difficulty with constructing graphs from a linear function expressed as an algebraic equation or presented as word problem. The data for research question 2 (How can students' experiences with graphs of linear functions be characterized?) showed that the students had very limited knowledge about systems of equations and their applications in real life situations. Recommendations based on the study findings include : 1. Teacher professional development and training in line with the common core standards and interdisciplinary constructs for incorporating technology in classroom ((TPACK) is a viable framework). 2. Students difficulty with vocabulary underscores the need for specific literacy supports that conceptual development through text. Such supports require teacher professional development around specific tools to promote effective student engagement with multiple forms of text. Future studies should include a focus on the significance of interactions involving teacher's perceptions, knowledge and teaching strategies influencing student achievement and understanding of linear functions.