The purpose of the study was to explore the use of visuals as it applied to English Language Arts instruction for teachers in suburban and urban middle and high schools in a metropolitan area in the state of Georgia. This study was implemented to address the reading needs of students in response to the changing context of literacy in an age of digitalization. This study was qualitative and followed an interpretivist-constructivist paradigm. The unit of analysis was the experiences of English Language Arts teachers who shared their implementation practices of visual-based instructional strategies gathered from semi-structured interviews and an open-ended survey. The central questions that guided the study were, how and why do English Language Arts teachers use visuals in their classrooms, and do English Language Arts teachers receive adequate training and professional development incorporating visuals in their classroom instruction? Four themes were revealed through the data. Key findings include that English Language Arts teachers use a variety of visual-based instructional strategies effectively enough to observe reading comprehension, critical thinking, and information retention. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]