The purpose of this study is to identify dimensions of children's representational awareness as revealed by their verbalizations while drawing in a group situation. Subjects were 76 middle-class children in five preschool classes. Drawing sessions were audiotaped and observed by a non-participating adult who took notes and later transcribed the tapes. The experimenter provided children with magic markers and paper and talked with them about a familiar, experience-based topic which she asked them to draw. Initial data were gathered with the experimenter present in a small room adjacent to the classroom. To test for experimenter effects, subsequent data were collected in the classroom by placing a microphone on the table where the drawing materials were. Children's talk was categorized in terms of six features: (1) possibility/need for likeness; (2) possibility/limitation of drawings in conveying information; (3) possibility of exercising selection/discretion in drawing; (4) possibility of altering reality in drawing; (5) possibility of drawing objects or events in various states, forms or positions; and (6) difficulty of conveying certain aspects in drawing. The second category is discussed in detail in terms of Flavell's analysis of perspective-taking. Findings of this study suggest that children have considerable awareness of a variety of aspects of the nature of drawing. Examples of the children's comments are included. (Author/RH)