Framed in theories of multimodality and picture books, this interpretivist research examined teachers' use of visual literacy elements during one school year as they taught language arts and social studies in their upper elementary grade classrooms. The data, which included field notes, interviews, observations, classroom artifacts, and reflections were analyzed using constant comparative methods. The analyses suggest that there are possibilities and constraints with the implementation of a visual literacy curriculum. Professional development is necessary to develop teachers' metalanguage of visual literacy. Background reading will deepen knowledge, and school culture plays a significant role in providing multimodal resources and focused professional development.