This paper outlines the use of participant-produced drawings as part of a larger study that examined the emotional impact of change on individuals in an educational institution (Kearney, 2002; Kearney and Hyle, 2003). Participants were four teachers and five staff or administrators at a branch campus of a technology training school. Both the participants' and the researcher's perspectives on the drawing methodology used in this study provide the foundation for findings that drawings: (1) create a path toward emotions; (2) lead to a more succinct representation or participant experiences; (3) require additional verbal interpretation by the participant for accuracy; (4) are an unpredictable tool for encouraging participation in research; (5) combat researcher biases when left unstructured; (6) are affected by the amount of researcher-imposed structure in the scope of how they could be interpreted; and (7) help create the triangulation of study data. (Contains 10 figures and 14 references.) (Author/SLD)