This experiment investigated the significance of spontaneous occurrence of number symbols in the drawings of 86 (23 male pairs and 20 female pairs) kindergarten children. A comparison was made of first grade achievement on the Piaget Number Concept Test of students who used alphabetic and numeric symbols in the Draw-a-Classroom Test in kindergarten with those who did not. The results showed no significant difference in the matched groups. The conclusion is that the spontaneous production of number symbols by children in drawings of the classrooms does not necessarily indicate later superiority in number concept ability. Appendixes provide the Piaget Number Concept Test and Study of Achievement, Phase 2, Rating Questionnaire--Mental Section (Questions 15 to 29). (DJ)