This study was designed to identify the roles that drawing played in the process of children's acquisition of science concepts. Seventy pre-service teachers through four semesters from a Midwest University in the USA developed lesson plans on science concepts and then taught them to 70 young children ages 4-7, respectively. This experience was completely new to all the participants. Their first-hand experiences were transcribed and children's drawings were collected. The participants were also asked to report on perceptions, before and after the project, of the roles that drawings play in children's inquiry in science. The researcher coded and categorised the reflections to identify the roles. It was found that drawings played roles in assessment, teaching, learning, communication, boosting confidence for adults and children, integrating curriculum, building a relaxed learning atmosphere, and facilitating the learning of children with special needs. This paper ends with educational implications and future research suggestions. (Contains 7 figures.)