This research project involved viewing elementary children's (ages 8-10) design technology drawing through a theoretical perspective developed by analyzing professional drawing practice. The perspective places more emphasis on the generative aspect of drawing as well as on the use of different types of drawings at different stages of design. The analysis centred on the role drawing played as a pedagogical tool in the design planning process while the children designed, made, and modified simple wheeled vehicles. Two main types of teacher interventions were found to have assisted the planning and making to different degrees: teaching drawing separately through an art unit and explicitly integrating drawing into the design technology task. Questions are raised concerning children's perceptions of the roles their plans played in the execution of their task. (Contains 1 figure.)