This article, grounded in the belief that art is a way of understanding, describes when faculty asked young people of various ages to draw themselves as writers. Several examples of students' work are coupled with a discussion and a rationale for integrating drawing into the assessment process. Asking students to draw, write, and talk about their experience learning acknowledges students as stakeholders in education who have a deep-seated knowledge and interest in the conditions of school and aspirations for their own educational progress.