This essay begins with an account of three real-life situations that I have experienced as a teacher in a preschool. I describe different scenarios that have highlighted the challenges and problems I face in my work with children who do not actively seek to engage in producing artwork, and who easily become bored or distracted when they do participate. The aim of this essay has been to investigate artwork and children’s lacking desire or interest to participate in such creative activities. The key questions used for my investigation centred on the role of artwork in a preschool environment, and how I, as a teacher, can engage with children who do not wish to participate in such activities. I also evaluate the impact of surroundings on children’s artwork, as well as their opportunity to influence the creative activities. I write in essay form to reflect and identify new perspectives in relation to existing theories. In addition, I use a hermeneutic approach for a more detailed investigation using my own interpretations and perceptions. Lev Vygotsky’s theory about the zone of proximal development helps me to deepen my understanding of how teaching takes place in social contexts during these creative processes. I am also inspired by his views on imagination and creativity. This reflective study has helped me to deepen my understanding of why artwork is important in child development, and how surroundings can both inspire and hinder children’s creative processes. I have come to realise the importance of allowing children to influence their daily schedule, and giving them the opportunity to decide which activities are available at their preschool. Moreover, I have found that my way of engaging with children who are not interested in producing artwork can affect how they relate to the activities. Teachers who inspire their pupils and actively engage in such activities can have a decisive impact on children’s relationships to imagery as an aesthetic form of expression.