"Viewing and Representing in the Middle Years" was a 2-year project to investigate the development of visual literacy in the classrooms of 3 Canadian middle school teachers. These teachers tried a large variety of approaches and were generally optimistic about the increased use of visual materials to make classrooms more inclusive. They also reported some ambivalence about using viewing and representing approaches as part of their curriculum. The investigation reveals some of the complex web of factors that will influence the implementation of an expanded notion of literacy. A list of instructional approaches to visual literacy in language arts at the school is attached. (Contains 31 references.) (Author/RS)