Drawings offer new possibilities to develop understandings about how pre-service teachers experience becoming a teacher. It is in drawings that often "those elusive hard-to-put-into-words" (Weber & Mitchell, 2004) aspects of the self appear to add to the developing story of what it is to become a teacher. Using a triangulated approach to the research process of narrative, drawings and graphing, a Graduate Diploma of Education Primary pre-service teacher from a Western Australian University was asked to envision himself as a teacher, and to draw that vision. This vision tells us much about "the multiple contexts" in which the teacher self is being formed and how the pre-service teacher envisioned, reflected, related to, and felt about the journey he undertook. (Contains 3 figures.)