Guided looking, even done informally, has a huge impact on early childhood preparation for elementary school and is an effective way to address learning inequities. Why, therefore, does it play such a small role in schooling'? This is a question that occupied Philip Yenawine during his long career working in art museums, where the adults, once visually acute 4-year-olds, arrive wanting basic help finding meaning in the diverse images on view. For the past 30 years, Yenawine has been on a mission to maintain visual literacy in young people and, more specifically, to get art into the lives of all children. At the Museum of Modern Art (MoMA) in New York City, where he was director for a decade, Yenawine and his colleagues actually found that their teaching engaged visitors (including kids) and was enjoyed by them, but it didn't accomplish its other intentions: reviving the skills people had when they entered school. They knew they needed new strategies to help museum visitors in ways they wanted. But importantly, they needed methods that would prove powerful in ways that would convince teachers and administrators to add something to an already packed curriculum. In this article, he describes Visual Thinking Strategies (VTS), a program that enables teachers to use specific strategies as part of their existing curriculum to develop students' skills of observation, social interaction, and language development.