Text based programming languages are difficult for dyslexics and many so-called learning disabled (LD) people to use [14]. However, weaknesses in mentally processing text-based prose associated with dyslexia and certain forms of LD often coincide with strong visual-spatial abilities [13, 12]. An informal participatory design inspired study revealed that a self-identified LD introductory programmer used hand-drawn spatial thinking techniques as a cognitive interface to a text-based programming interface. Using this and other clues as a starting point, my project seeks to continue this research through a more formal study by using experiences from a visually oriented LD student designer to develop a visual thinking and translation process that might enable the student and others to “draw their way” between their own (possibly spatial) runnable mental models and text-based programming environments.