Learner-generated drawing is a learning strategy which is used to improve students' text comprehension. Research has shown that benefits of the learner-generated drawing strategy strongly depend on drawing-accuracy and that students need instructional support to draw accurate drawings. However, less is known about how much support is needed. Thus, in the present study, one hundred and two 9th graders read a science text and were instructed to generate drawings during reading with varying degrees of instructional support. Results show that students who learnt with a toolbar showing all the relevant elements for drawing showed higher drawing-accuracy scores associated with less learning time than students who learnt with pre-drawn drawing backgrounds or those who learnt without any support during drawing.