New understandings of drawing, emerging from the conjunction of methods and models from cognitive science and arts-based research, have important practical applications for art education and beyond. This article gives a brief account of recent drawing and cognitive research and discusses the relevance for art teachers. Through their research, the authors demonstrated how drawing makes visible the embodied and situated nature of human cognition. Their findings demonstrated an interchange between conscious, directed thought and the responses, habits, and routines that lie beneath conscious awareness.