To be understood, visually, often depends on how skilled one is in catching form and translating it into a two-dimensional surface. This is a challenge we are confronted with early in life. Children's learning strategies in drawing are not always understood or encouraged. This article presents a socio-cultural analysis from Norway of a pedagogical practice that attempts to shed light on the question, How does the preschool teacher support 3-5 year old children when they are drawing something they see, and how do children in this age group respond to this support? (Contains 3 figures.)