Engaging in conversation with immigrant children about selfinitiated home art experiences can reveal valuable insights into the complex world of immigrant children, and what constitute their ʻfunds of knowledgeʼ (Moll 2000). Lee Wong, a five-year-old Chinese–Australian boy, is one of four young children involved in a visual ethnographic research project investigating childrenʼs art experiences in their homes, preschool and school. Lee is equipped with a digital camera and through regularly sharing and discussing his photographs Lee reveals how he explores complex ideas and experiences through his drawings. This article will share, in narrative form, one of Leeʼs graphic stories, ʻFarmer Bob: Bobʼs Farmʼ to demonstrate how he explores concepts of difference, identity and friendship. Employing a Vygotskian perspective I will discuss how this personal, semi-fictional story provides insights into Leeʼs creative processes (Moran and John-Steiner 2002), and how drawing and storytelling function as cultural tools and mediating devices (Vygotsky 1962/1934, 1978) for multilingual and immigrant children to make sense of their social and linguistic worlds.