We interviewed 40 students in Grade 7 to investigate their integer reasoning. In one task, children were asked to write and interpret equations related to a story problem about borrowing money from a friend. Their responses reflect different perspectives concerning the relationship between this real-world situation and various numerical representations. We identify distinct ways in which integers were used and interpreted. All of the students solved the story problem correctly. Few thought about the story as involving negative numbers. When asked to interpret an equation involving negative numbers in relation to the story, about half related it to the story in an unconventional fashion, which contrasts with typical textbook approaches. These findings raise questions about the role of money and other contexts in integer instruction. [For the complete proceedings, see ED584829.]