For this research project, our aim was threefold. First, we wanted to encourage other teachers to make drawing a central feature of early childhood pedagogy. Second, we wanted to understand how children’s drawing informed Kathy’s emergent curriculum decisions. Third, we wanted to incorporate suggestions for those who may be eager (or hesitant) to offer voluntary sketchbook drawing in their classrooms, but may not be sure how to get started. In other words, our research goal was to examine the particularities of her practice with the assumption that the experiences of one teacher can have an impact on others in similar pedagogical situations. Grounded in our mutual interest in children’s drawing, we asked: How does children’s drawing(s) inform curricular decisions? (author abstract)