Middle school students struggle to solve mathematical word problems and mathematics teachers require researched based strategies to use when instructing students. Drawing a picture or representation is a strategy that students frequently use, and the purpose of this study was to examine the effects that learner-generated drawing has on a student's mathematical problem solving. The hypothesis of this study was there will be a significant difference in the ability to solve word problems of seventh- and -eighth grade students who use learner-generated drawings. A quantitative single group pretest-posttest design was used to explore the effects that learner-generated drawing had on middle school students' mathematical problem solving. Forty-six middle school students between the ages of 12 and 14 participated in the study. The Woodcock-Johnson Tests of Achievement III, Applied problems subtest was used as the pretest and posttest measures. The standard scores from the WJ-III Applied Problems subtest were coded into PAW 17 and a paired-samples t-test was used to determine if there was a statistically significant difference between the mean pretest scores and mean posttest scores. The results of the paired-samples t-test indicated that the pretest mean was 99.84 (SD = 7.214) and the posttest mean was 102.28 (SD = 7.172). The alpha level of 0.05 was used, and the p score was less than 0.001. The results of the paired-samples t-test were significant and the null hypothesis was rejected, indicating that the use of learner-generated drawing seemed to improve students' problem solving. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]