This short study concerns introduction of sketching by hand, in three first year classes in the Technology Programme at a Swedish Gymnasium. The purpose with the study has been the searching of ways to unfold 1) the student’s approach to sketching 2) their sketching skills 3) the development of a teacher’s didactic tools for sketching in the Technology Programme. As a background to the study lies a curiosity about how to strengthen individuals in very early stages in problem analysis, problem solving and innovation processes. This includes mechanisms of thinking, much based on ideas from the educational reformers John Dewey and Semënovic Vygotskij, where unwordly thinking and communication also counts as a part of thinking, and where there is a focus on long-term perspectives, on practical and collaborational work in a societal, equal and democratic context. Variation theory (Lo Mun Ling, 2014) has been used as a didactic tool. The study aims to put up a brief ground for the students, for further questions about sketching as a common tool in project teams. It has been conducted in one class per week, for four weeks. The empirical material consists of a survey, observations, the student’s sketches and three interviews. The results have come out as reflections and interpretations on the content of the four weeks. The study is an attempt to find and tie together different theoretical grounds with sketching, as a likely undervalued, practical activity for tech-students, in understanding complexities and processes for problem solving.