To serve children with language impairments (LI), speech language pathologists and other educators need approaches supported by evidence (Hoffman et al., 2013). In evidence-based practice (EBP), educators integrate children's needs, strengths, interests, and preferences with research and expertise (American Speech-Language-Hearing Association, 2005). Cappello and Walker (2016) believe that visual-based experiences that capitalize on the strengths of children with language limitations provide access to the curriculum and promote equity for all learners. In this article, Patricia Becker suggests an interdisciplinary, literature-based approach for teaching kindergarten-to-second-grade children with LI through the visual arts. She begins by highlighting the importance of collaboration among educators who work with children with LI; identifying core beliefs and definitions of visual arts, arts integration, and universal design; and reviewing literature on the benefits of arts integration and literature-based approaches.