This study tested whether creating drawings helps students generate higher-quality oral explanations during learning by teaching, thereby enhancing learning outcomes. 120 college students studied a scientific text about the human respiratory system. Students then either taught the material on video to a fictitious peer by orally explaining (explain-only), creating drawings (draw-only), or creating drawings while orally explaining (explain-and-draw). A control group of students spent the same amount of time restudying the lesson (restudy). One week later all students completed a posttest consisting of retention, transfer, and drawing questions. All three teaching conditions significantly outperformed the restudy condition on the posttest (d's ranging from 0.80 to 1.46). Critically, the explain-and-draw group also significantly outperformed the explain-only (d = 0.99) and the draw-only (d = 0.65) groups. Consistent with our primary hypotheses, the explain-and-draw group produced more elaborative oral explanations than the explain-only group, which partially explained the benefits of drawing while explaining on learning outcomes. Overall, this study demonstrates that drawing facilitates explaining and enhances the effectiveness of learning by teaching.