Meta-Representational Competence (MRC) is a theoretical framework that is used to analyze how people create and interact with external representations. Within Quantum Mechanics, problems may be approached or perceived differently based on the notation used (either Dirac, Matrix, or Spinor notation) in the problem statement or by the person working on the problem. Semi-structured interviews were conducted to present physics students with change of basis content problems in the context of Quantum Mechanics. These content questions were paired with MRC-focused follow-up questions for the explicit purpose of asking students about MRC concepts directly. Student statements were coded to confirm previously identified MRC concepts and to identify MRC concepts that are novel to this data. Our analysis of three student interviews demonstrates an array of MRC concepts, the usefulness of asking direct questions about MRC concepts as part of an interview, and solidifies MRC as a useful lens for investigating student thinking.