This study on the use of drawings was part of a larger investigation of children's and teacher's pedagogical knowledge and experience and the gradual and life-long nature of socialization into teaching. The study used drawings to investigate the influence of imagery in teacher identity. The premise of the study was that drawings are a form of text and as such they can be "read." The major data source consisted of drawings done by 64 university students enrolled in elementary education programs. In conjunction with a journal kept for a seminar on reflective practice, the students were asked to draw a "teacher," to write about their drawings, reflecting on how they had represented "teacher," and later to share their drawings with the group and discuss what the drawings meant to them. Sample journal entries illustrate why individuals chose traditional or nontraditional representations of "teacher" as well as the students' verbal images of "teacher." Results suggest that use of such drawings can help preservice teachers develop their professional identities; that much university rhetoric and most models of teacher education abhor traditional images of the teacher; and that it may be more fruitful to work with rather than "undo" existing images of the teacher. Results also support the use of such drawings to help teachers critically reflect on the teaching profession. Sample drawings are included. (Contains 43 references.) (ND)