Children with autism spectrum disorder (ASD) draw at rates comparable to typically-developing (TD) children but produce less complex person drawings. We do not yet know whether these patterns extend to other drawing types and whether the complexity of drawings relates to cognitive or language abilities in both groups of learners. In this study, we examined person and free drawings produced by TD children (Mage=4;5) and children with ASD (Mage=7;1)—comparable in cognitive and language ability at the group level—at two time points. The content feature and complexity of children’s drawings remained largely stable over time and across drawing types but showed some group differences both in content feature and content complexity of drawings. Drawing complexity was also significantly related to cognitive and language ability—but only in the ASD group. Overall, our findings highlight drawing as a relatively preserved domain of symbolic active in both autism and typical development.