The purpose of this qualitative study was to investigate how purposeful and substantive visual art experiences might support the literacy learning of elementary-aged boys. The overarching research question that guided this exploration was: What happens when Visual Thinking Strategies (VTS) art discussions and related artmaking are infused into a remedial writing program for K-5 boys? Four subquestions focused the investigation: (1) How do the K-5 boys respond when VTS dialogues initiate each writing club session?; (2) What role does artmaking inspired by the VTS dialogues play in the literacy lessons?; (3) What impact, if any, does a weekly VTS/artmaking/ writing intervention have on the boys' writing?; and (4) If benefits of the intervention are observed, how might they be explained? The research was prepared by reviewing what has been written in recent years about boy learners. The literature revealed that a troubling number of them struggle to achieve academically in school, evidenced by lower standardized test scores, higher special education referrals, greater dropout rates, and fewer college admissions compared to girls. The research found that purposeful and substantive visual art experiences can (and did) support the literacy learning of K-5 boys. With emphasis on visual literacy in an environment that embraced the boys' authenticity and with a pedagogy attuned to their interests and needs, the participants grew in all six language arts enumerated by the International Reading Association and the National Council of Teachers of English (1996): reading, writing, speaking, listening, viewing, and visually representing.