The Draw-a-Scientist Test (DAST) is a tool to assess stereotypical imagery of scientists. This paper describes the use of the DAST as both a model for inquiry and as a method of assessing the affective domain. The DAST was administered in a science education methods course for undergraduate students of elementary education, a methods course for graduate students specializing in elementary science education, and a science content course for early childhood teachers. The DAST was used to model data collection and analysis and to increase education majors' awareness of their own stereotypical images of scientists. DAST results at the end of the semester showed a reduction in stereotypical imagery of scientists and an increase in images of women, teachers, and children and in other nonstereotypical images of people doing science. Graduate students specializing in elementary science view scientists more inclusively than do undergraduate elementary education majors. The DAST can be a useful tool in college science classes to assess the effectiveness of instructional approaches aimed at fostering identification with people who do science.