A summary of published reports of the evolution of the "Draw-A-Classroom" Test developed by the Toronto Board of Education is presented along with an extension of the previous literature reviews, an extensive bibliography, and a critical commentary on the test itself. Children's drawings of their classroom are evaluated as a form of communication. Data are reported which examine both the validity of regarding the drawings as projections of personality and the appropriateness of treating the "classroom view" as an instrument for examining the world of the child at school. Although there seems to be no generally accepted framework for inferring personality through art, its involvement in a process of communication is a constant feature. The Draw-A-Classroom Test may then be of value to both the teacher and the child because of its potential communication value and its use as a non-coded informal procedure to increase rapport and understanding in the classroom. Appendixes are included on the test's administrative procedure, coding framework, and details of time-linked changes. (LH)