The current paper aims to identify the mathematical connections activated by 10 Mexican high school students while solving mathematical tasks that involve the exponential and logarithmic function. We used the Expanded Mathematical Connections Model (EMCM) and the OntoSemiotic Approach of Cognition and Mathematical Instruction (OSA) as theoretical frameworks. Task-based interviews were used to collect data that was analyzed using thematic and ontosemiotic analyses. It was found that the connection of reversibility is essential for achieving students' full understanding of the existent relationship between the exponential and logarithmic function; however, this requires a network of connections.