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Being able to draw is a paradigm of art education. But is art education only about the ability to draw? Why is drawing so important for art education? Is the ability to draw still relevant today? What does it mean to teach drawing in a contemporary way? This publication presents perspectives of students on drawing, linking them with concepts of ability and positioning them in the present. Through the lens of drawing, ability, and unlearning, an art educational position is developed that spans between the foundational medium of art education, current conditions, artistic positions, and perspectives on and from drawing learners. The uniqueness of this work lies in providing not only a discursive but also an empirical approach to the perspectives and practices of drawing among students in secondary education I and II. This work brings together discourses on the ability to draw, teaching, and learning. It contributes to raising awareness among educators about the legitimacy of inability in drawing, that is, the lack of ability as a potential with its own validity within performance-oriented contexts. It presents updates in art education that are already being practiced by learners and refers to artistic strategies. It does not proclaim a new concept of ability, but rather calls for acknowledging and taking seriously what is already not being accomplished in the classroom, thus teaching to unlearn drawing.