Τhis presentation aims at exploring the use of drawing to identify children's ideas concerning shadow formation. A qualitative research approach was adopted using two sets of data (89 drawings in total) collected over a period of 6 months in two kindergartens, one in France and a second in Greece. The drawings in each group were realised using similar instructions defined jointly by the team of researchers. The indicators that were used to analyze the drawings were grouped in four categories: (1) presence of the three entities needed to represent the phenomenon of shadow formation, (2) shadow characteristics, (3) alignment, and (4) nature of light. Results are presented with the disposition of highlighting the diversity of categories that emerged. Findings and educational implications for science at kindergartens are thoroughly discussed.