Introduction: While there is a general agreement on the theoretical importance of epistemological beliefs, the research area is struggling with the measurement of these beliefs. In this contribution, the use of drawings to ascertain epistemological beliefs is explored. Method: Three studies are described. In Study 1, we asked participants to draw "knowledge." A two-level categorization system was devised. The coding system was refined through Studies 2 and 3. In Study 2 participants were not only asked to draw "knowledge" but also to provide an oral explanation. In Study 3 the drawings of knowledge were complemented with a written explanation of the drawing. Results: Students conveyed "knowledge" as "Internal entities", these could be "formal" or "encompassing" or left "unspecified", as "External objects" that are "material" or "material and persons", and as a "Combination of internal entities and external object" with "one-way" or "two-way interaction" or "no interaction" between them. Discussion and Conclusion: The three studies reveal that drawings can be a useful tool for exploring students' epistemological beliefs, a tool best accompanied with explanations. (Contains 3 tables, 10 figures and 1 footnote.)