Drawing is a ubiquitous feature of early childhood education and classrooms. Its versatility makes it the kind of connective tissue that can integrate subject matter effortlessly; it is cost-efficient and does not require teachers to have specialized drawing skills in order for it to be effective. In other words, young children do not need to be taught how to draw. And because few early childhood teachers receive preparation in art education, drawing is a way to invite artistic practices that connect with the socially significant modes of learning that are provided by the arts (Zimmerman & Zimmerman, 2000). For this to happen, children need plenty of opportunities for drawing and many opportunities to draw for different purposes. An important piece to an emergent curriculum is a belief that young children are competent and capable theory builders who build knowledge together as a community of learners. Emergent curriculum responds to young theory builders. It is imperative, then, that teachers develop practices that can help them understand what children are thinking about so that they can plan a curriculum accordingly. For this, children's drawing is a valuable pedagogical tool. While the flexibility of an emergent curriculum gives children's drawing a space to flourish, choice must guide its practice. For this research project, our aim was threefold. First, the authors wanted to encourage other teachers to make drawing a central feature of early childhood pedagogy. Second, they wanted to understand how children's drawing informed a teacher's emergent curriculum decisions. Third, they wanted to incorporate suggestions for those who may be eager (or hesitant) to offer voluntary sketchbook drawing in their classrooms, but may not be sure how to get started. In other words, their research goal was to examine the particularities of a teacher's practice with the assumption that the experiences of one teacher can have an impact on others in similar pedagogical situations. Grounded in a mutual interest in children's drawing, they asked: How does children's drawing(s) inform curricular decisions?