An important instructional goal in physics courses is to help learners develop powerful ways of making sense of physics ideas and problems. We examine the perspectives, experiences, and sensemaking practices of four students enrolled in a post-introductory physics course that explicitly emphasizes sensemaking strategies. Our analysis includes data from homework, exams, a pre-/post- sensemaking assessment, and a series of interviews. Some of the questions we ask include: Do student find sensemaking strategies useful or tedious? How do these views impact the students' practices? What strategies are they aware of and which do they tend to use? What sensemaking activities do they report doing that are not written down on course assessments?