While media displays exist in every mathematics classroom, these displays may have been taken for granted by teachers and researchers in terms of their potential use and impact on learning. This study looks at how three practicing mathematics teachers with differing teaching styles and experience levels view and use these media displays in their classrooms. This research shows how the relationship between a teachers' perceptions of media displays for showing mathematics are closely tied to their own beliefs regarding teaching and learning. Findings for this study can provide researchers with a starting place to see how teachers perceive and talk about public records in their classes.