This presentation concerns how preschool children's act of drawing (visual trace-making) and the resulting drawings can become a source of knowledge concerning STEAM (science, technology, engineering, arts, and mathematics) subjects and the interplay in-between those subjects. The study takes as its point of departure that STEAM education—where the A (i.e., arts), including dance, drama, music, and visual arts, are fully integrated—can expand knowledge development across all the included disciplines. A central premise is that children are viewed as active, meaning-making agents capable of contributing knowledge, experiences, and insights (e.g., Corsaro, 2018) to everyday educational practices. The data in focus derives from an ethnographic fieldwork and addresses children's drawings intentionally produced during planned STEAM teaching events and those that emerge spontaneously within educational practices of STEAM learning. In the analysis performed, the use of a spotlight approach is tried out, which entails directing the searchlight towards four positionings (Areljung, 2023) that can show STEAM learning in the visual events in the produced data (video, photos, and field notes). The study adhered to the ethical principles, including provisions for information, informed consent, the right to withdraw from participation, confidentiality in data usage and children's informed consent during the ethnographic fieldwork. The interplay between visual events, children's drawings and STEAM education makes way for new and altered ways of understanding knowledge development within STEAM education. The study's results can contribute to research and provide practical insights into how children learn and what they learn through drawing in the context of STEAM education.