Our experience of children drawing and talking together in the classroom led us to wonder whether their narrative was related to the task they were engaged in or whether it was purely social talk. A pilot study highlighted important issues. In 2003, therefore, we embarked on a 6-year longitudinal project, acting as participant observers focusing on 3- to 7-year-old children working and talking in pairs while being engaged in free drawing, and recorded their utterances. This case explores one aspect of the work, that of children's scribbling. Our thinking in this respect was influenced by the work of Rhoda Kellogg, whose book "What Children Scribble and Why" identified 20 basic scribble forms. What she failed to do, however, was to provide any indication of accompanying language and it is this omission we sought to explore. When we examined all the drawings, we were struck by the large number of scribble pictures. Their nature varied widely, but the research highlighted the paucity of information that viewing the completed picture alone provided, and we found that while children enjoyed the activity of mark making for its own sake, in the majority of cases, the thinking accompanying the picture's development revealed far deeper intentions. [This content is provided in the format of an e-book.]