Drawing instruction in Ghanaian high school art education traditionally emphasizes observational and technical skills grounded in realism. However, contemporary drawing has evolved to prioritize innovative techniques, conceptual thinking, and process-oriented approaches. This phenomenological study aimed to understand Bolgatanga high school students' experiences learning contemporary drawing practices and their engagement with these methods. Data collected through interviews, reflections, and observations with 12 Bolgatanga high school students completing a contemporary drawing unit revealed initial discomfort yet excitement when departing from realism, pride in mastering unfamiliar techniques, deeper engagement through personal material and subject choices, and appreciation for expression over replication. Findings suggest contemporary drawing instruction enhances student engagement in art by shifting focus to experimentation, conceptual thinking, and meaningful self-expression. The study concludes with recommendations for high school art educators to introduce contemporary approaches effectively that engage students in diverse artistic possibilities of drawing.