The aim of this study is to investigate the effect of Visual Literacy (VL) activities on primary school students in English teaching. In the quantitative part of the study, where the mixed method and exploratory sequential pattern were used, the quasi-experimental design with pre-test and post-test control group; in the qualitative part, case study design was used. The study group consists of 36 third grade students in a public elementary school in Konya-Kulu in 2017-2018 academic year. Achievement test developed by the researcher was used for the quantitative data and semi-structured interview forms were used for the qualitative data. Descriptive statistics and t-test were used for the analysis of quantitative data, and content analysis was used for qualitative data. The English achievement of the experimental group students in which VL activities were applied was higher than the control group students in which ongoing activities were applied; in the retention test, no difference was found between the groups. Students who expressed their opinions about VL activities stated that they liked the activities but they experienced different emotions such as anxiety, self-confidence, excitement, sense of inadequacy, happiness and productivity; significant contributions to the classroom and outside the classroom. [Paper presented at the International Congress on New Trends in Education (9th, Turkey, May 11, 2018).]