Increased focus on assessment of student learning, within college classrooms, has lead many professors to routinely employ classroom assessment techniques as a means to make adjustments in teaching during the instructional process. This article describes a technique, Talking Drawings, which was developed by a high school teacher as a teaching strategy. The authors describe the reconceptualization of Talking Drawings, into a classroom assessment technique, which is appropriate for a variety of uses at the college/university level. The primary purpose of this technique is to provide the instructor with feedback as to the effectiveness of teaching and to find out what students are or are not learning. Illustrated, in this article, is the Talking Drawings classroom assessment technique, examples for application, and procedures for utilization within the classroom.