The purpose of this article is two-fold: (a) to present young adolescents' perceptions of the pedagogical conditions necessary for academic engagement; and (2) to consider an alternative way to access these important perceptions--through drawing. The authors examine here the results of a study in which they analyze middle school students' perceptions of academic engagement. These students' perceptions move their understanding of engagement beyond the constraints of observable time on task to uncover the complexities inherent in learning in middle level classrooms. The obvious outcome of this study is that participants value active approaches to studying relevant curriculum at their own pace. Furthermore, collaboration, technology, and choice weave throughout these learning opportunities in compelling ways to enhance student engagement. (Contains 9 figures.)