Applied linguistics has been witnessing a narrative (or an autobiographical) turn. For the past 15 years we have been working with written narratives as a means of looking at subjective experiences of learning or teaching English as a Foreign Language (EFL). It is only more recently that we have begun to experiment with narratives in another mode (i.e., with visual ones). In this specific study pre-service teachers (n = 62) who were about to graduate from a five-year MA program were asked to draw a picture of themselves as giving a foreign language class in the not so far future. The study was conducted within a sociocultural framework, and teaching thus viewed as intentional, goal-directed and mediated activity. Based on the narrative and conceptual analysis of the images, some key findings of the study will be reported concerning beliefs about foreign language teaching in relation to such issues as learning environment, artifacts and interaction in a foreign language class.