The anxieties of students, who may be confident achievers in other academic subjects, frequently stem from embarrassment about their struggles to draw realistic-looking images (refer to Pavlou, 2006). These apprehensions are exacerbated when students, perhaps due to having had limited exposure to varieties of artistic styles, have been led to believe realism is a defining characteristic of artistic ability. Teaching basic art skills to adolescents or adults who insist they are not "artists" and therefore "cannot draw" frustrates art educators who believe that, with careful observation and practice, perhaps augmented by the use of strategies aimed at awakening creative cognitions (Edwards, 1989), anyone can learn to draw realistically. Indeed, following such advice might result in improved drawing performance, insofar as students are motivated to become better at realistic drawing and are unimpeded by obstacles of perception (McManus et al., 2010). However, for many, neither prolonged nor dedicated art practice would be reasonable or useful in developing this skill. Students who protest that they cannot draw realistically have observed that the works they produce are not of the same nature or quality as those of their peers and no amount of practice has resulted in improvements to their work. Consequently, they may conclude that the ability to create realistic-looking images is an enigmatic gift bestowed on some and denied others. What they (and many art educators) do not recognize is that the ability to draw mimetic images of what is imagined or observed is largely affected by how one processes the visual environment (Wolchover, 2012). In a few cases, the inability may be the result of diagnosed or undiagnosed brain injuries (Cheyne-King, 1990). In the majority of cases, however, it may be due to differences in the way the brain perceives or processes images.