A qualitative study examined the role drawing plays in the writing processes of young children (ages five to nine), and how the role changes with the individual's growth as a writer. Sixty-seven children enrolled in a multiage classroom (K-3) were systematically observed to identify and describe various drawing functions in their writing processes. Eight case study children were selected from this group to allow for in-depth analysis. The role of drawing in writing development was found to be significant; nine specific functions were identified in three main categories. Implications for early childhood educational programs include the importance of preserving learning environments that are broad-based and allow for self-selection of drawing and writing activities in order to facilitate growth. (Five tables of data and 11 figures of students' drawing and writing are included; 14 references are attached.) (Author/RS)