In this chapter, we study students’ experiences working with visual proofs to understand how the aesthetic functions in their interactions with proving. Motivated by students’ difficulties with proofs, we became interested in exploring how their struggles might involve aesthetic factors, instead of strictly cognitive ones. Specifically, we introduced visual proofs to elementary pre-service teachers and investigated how their senses were engaged when they were making sense of the visual proofs. We frame our analysis on Rancière’s notions of autonomy and dependence to highlight the different sensings present and how moments of dependency, which privilege meaning-making, can make the move towards autonomy challenging.