This pilot study evaluated a novel professional development (PD) model designed to prepare K-12 educators in high-need, rural school districts to teach evidence-based argument writing. The PD showed teachers how to engage students in discussions about visual art using Visual Thinking Strategies to enhance students' argumentation writing. Twenty intervention teachers completed the professional development program and conducted lessons in Visual Thinking Strategies and argument writing. Intervention teachers, relative to 34 comparison teachers, improved on their perceived knowledge of critical thinking concepts, ability to teach critical thinking concepts, knowledge of concepts related to argument writing and their actual ability to perceive and analyze artistic work and understand characteristics used to convey intent and meaning (Hedges's g > 0.50). Students in the intervention condition (N = 210 in K-11) improved their argument writing skills. Given the quasi-experimental design and small sample size, these findings should be viewed with caution but suggest promise. [This paper was published in "The Elementary School Journal" 2020 (EJ1270199).]