<p>Asking students to draw elements of human anatomy constitutes a learning strategy that can lead to a more in-depth processing of pedagogical content. Two studies investigated the effect of a drawing activity on nursing students’ anatomy learning and self-evaluation. In Study 1 (<i>N</i> = 46), a condition without drawing was compared to a condition with drawing. In Study 2 (<i>N</i> = 97) the same protocol was used while incorporating a segmentation of the reading and generating tasks. To examine the effect that changing the order of the tasks had, three groups were compared: a control group, a consultation-drawing group, and a drawing-consultation group. The results demonstrated that drawing improved the spatial organization of knowledge, as evidence by better performance on the visuospatial knowledge test, without effect of order in the second study. Both studies also revealed a positive effect on the monitoring accuracy. In contrast, no effect was found on the recall of nonpictorial information or on comprehension. In light of the results of these two studies, it appears that the effects of drawing seem limited and restricted to specific dimensions of learning.</p>