This study aimed to investigate high school students’ conceptions of technology-assisted science learning by analyzing their drawings, and to explore their relations with their conceptions of science learning. The participants included 335 senior high school students in Taiwan (179 male and 156 female). All of them were asked to make two drawings to represent their actual experience and idealized conceptions of technology-assisted science learning according to guiding questions. Their conceptions of science learning were then obtained by self-reported questionnaire. Through drawing analysis, seven categories of conceptions of technology-assisted science learning were identified. The findings indicated that the aspects of technology-assisted science learning significantly differed between students’ actual experience and their idealized conceptions. Moreover, this study further shows how students’ actual experience and their idealized conceptions of technology-assisted science learning may link to different conceptions of science learning.