Good observations are often fundamental to good science, and drawing has long been recognized as a tool to develop students’ observation skills. Yet when drawing in illustrated journals was introduced into botany laboratories in an undergraduate, teaching-focused university, students reported feeling uncomfortable and intimidated by the required drawing. In response, a botany instructor and a visual arts instructor collaborated to develop and integrate a drawing tutorial into botany laboratories. The drawing tutorial introduced botany students to basic drawing techniques and provided a venue for their initial work to be critiqued. Overall, students reported that the illustrated learning journal had a positive influence on their learning and that the drawing tutorial supported the use of the illustrated learning journal assignment. Furthermore, the collaboration enhanced both instructors’ appreciation of the role drawing can play in facilitating authentic inquiry in science.