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This study was conducted to gain understanding about potential influences that learning about quadratic functions has on high school algebra students’ action versus process views of linear functions. Pre/post linear functions tests were given to two classrooms of Algebra II students (N=57) immediately before and immediately after they participated in a multi-day unit on quadratic functions. The purpose was to identify ways that their views of linear functions had changed. Results showed that on some measures, students across both classes shifted their views of linear functions similarly. However, on other measures, the results were different across the classes. These findings suggest that learning about quadratic functions can influence students’ action or process views of linear. Furthermore, the instructional differences between classes provide insights into how to promote those influences that are productive for students’ views.