To this day, very young (preschool) highly gifted children are still hard to detect through currently available psychodiagnostic instruments. If children are assessed on intelligence, highly gifted children may still go undetected and/or may become misdiagnosed, because they achieve below their true capacities. Test anxiety is just one of the many known causes for underachieving. However, when a child is asked to draw a person, the child is asked to do something he or she has done many times and is therefore often not threatened by this task. In a pilot study, the human figure drawings of highly gifted children and averagely gifted children are examined. The goal of the study is to determine the possibility of identifying highly gifted children by analyzing their human figure drawings. The participants are 157 children in the age of 7 to 12 years old. The human figure drawings are examined, using Koppitz’ Human Figure Drawing Test (HFDT) and the Goodenough-Harris Drawing Test (GHDT). The scores resulting from using these instruments are referred to as “drawing-IQ’s”. The pilot study shows that highly gifted children score significantly higher drawing-IQ’s than averagely gifted children, but only in the age of 7 to 10 years old and only when using the GHDT. In a follow-up study, the human figure drawings of 120 highly gifted and averagely gifted children in the age of 7 to 9 years old are examined, using the GHDT and Naglieri’s Draw-a-Person Test (DAPT). None of the used instruments show significant differences in drawing-IQ’s. However, closer examination shows that some of the elements in the human figure drawings are only drawn by highly gifted children. These findings suggest that analyzing human figure drawings on elemental level may be more helpful in identifying highly gifted children than computing drawing-IQ’s.