Children's drawings about reading and writing have unrealized potential for helping uncover the literacy narratives students bring to school and use to make sense of reading and writing. In this article, we highlight how one boy's drawing about literacy revealed his interpretation of his school's policy on violence as a topic of writing, which tended to constrain his interest in writing. His drawing reinforced the importance of adopting multiple perspectives to interpret the various texts that students produce. (Contains 4 notes.)