Envisioning oneself as a competent reader is an important first step to reading well. This article describes an intervention that employs drawings coupled with teacher-student dialogue, which sets the stage for strategy learning as a key to word-solving. A process for the interventionist, Title I or any teacher working with students who find learning to read difficult is introduced. The process, drawing for learning, is developed and examples of student drawings and teacher-student instructional conversations are provided. Drawing for learning, when paired with instructional conversations, may be used to scaffold the literacy development of struggling readers. This article explores the possibilities and benefits of having both teachers and students engaged in instructionally focused conversations about strategies to employ for word-solving.