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Evolutionary processes have been found to be cognitively challenging for students to understand. Commonly used representations of evolutionary change do not provide a window into the underlying mechanisms of evolutionary change. Agent-based models are a felicitous environment to facilitate learning about mechanisms underlying a changing system. The goal of this paper is to examine how agent-based models support student discussions about how population-level change is triggered by underlying individual-level mechanisms. Our ongoing analysis of the data indicates that agent-based models do support student discussions about how agent-level mechanisms facilitate population-level change. However, when using agent-based models, some mechanisms are more salient to students than others.