The purpose of this study was to assess the developmental progression of preschoolers' abilities to draw and paint. Over 3 years, 68 children were observed easel painting 595 times and 65 children were observed drawing 545 times. Results of hierarchical linear modeling indicated that (a) the complexity of children's drawings and paintings increased with chronological age, (b) children with disabilities progressed at a slower rate than children without disabilities, (c) gender did not influence the complexity of the art products, and (d) time engaged had a positive effect on the complexity of the art product. Implications of findings are discussed in relation to the assessment of representational abilities and instructional environments.