Despite the developing infusion of three-dimensional, technological imagery, little has been done to explain the effects of two-dimensional versus three-dimensional imagery on the learning process. This study examined the effects of two-dimensional stimuli and three-dimensional stereoptic stimuli on spatial representation in drawings. A scene was projected as a two-dimensional image and, through the use of stereopsis, a three-dimensional image. Two test groups were established from eighth-grade students in elective art courses. Participants in Group A were asked to draw the scene from the two-dimensional stimulus and, a week later, from the three-dimensional stereoptic stimulus. Participants in Group B were asked to draw the scene from the three-dimensional stereoptic stimulus and, a week later, from the two-dimensional stimulus. The drawings were evaluated for evidence of spatial cues and the students' perception and response to spatial information. (Contains 1 figure and 4 tables.)