This study explores how visual representations can enhance students ́ interpretation of epigenetic phenomena at different levels of biological organisation. Visualizations are a powerful tool for communicating complex biological processes invisible to the naked eye. Using visualizations to develop knowledge between and across different levels of organization can help provide a coherent biological understanding. We use the yo-yo strategy, previously developed in genetics education, to inform interview tasks to probe students ́ interpretation of visualizations representing epigenetic processes at sub micro, micro and macro levels of biological organization. Epigenetics is a rapidly expanding area of the life sciences with significant societal implications. Epigenetics explains how environmental factors at macro level can influence gene activity at micro and sub micro levels, and thereby human characteristics such as health and disease development. In further investigating how students move between different levels, this study explores how students interpret different visualizations that communicate epigenetic phenomena. Filmed sessions with five focus groups comprising two to four students made up the reported data collection. Analysis of students ́ pointing gestures and indications toward pictorial features and accompanying verbally uttered reasoning, showed that students move between levels of organization in three distinct patterns. These patterns are: showing no movement (dwelling), one- and two level movement. In addition, five different characteristics of interaction with the visualizations were found that enabled students meaning making of epigenetics between levels: horizontal and vertical comparisons, salient features, analogous connections, everyday life experience and text elements. Implications for biology educational research and teaching are discussed.