Ascertaining young children's attitudes towards mathematics has its challenges. Methodologically, limitations exist regarding the type of research techniques that can be employed. The use of children's drawings as a data source has both methodological affordances and issues. The study was conducted with 106 children in Years 2 and 3 from three South Australian primary schools. This paper identifies some of the methodological affordances and issues of using children's drawings to ascertain and describe their attitudes towards mathematics. [This paper is the third in a symposium of three papers. For the first paper, "Drawings Reveal Young Students' Multiplicative Visualisation," see ED616196. For the second paper, "Investigating Students' Drawings as a Representational Mode of Mathematical Fluency," see ED616197.]