Recognizing the decline in student visual communication skills, faculty from different disciplines collaborated in the design of a visual literacy course. The visual literacy skills developed in the course are that students learn in the following ways: (1) through faculty presentation and demonstration of the various tools available; (2) with hands-on practice and discovery; (3) in a tutorial manner; and (4) through observation learning--faculty members utilizing visual mediums with well produced visuals. A key element to student success in the course was the faculty's knowledge and emphasis of the importance of visual literacy. The progression of the course, which began in 1967, follows four distinct stages of development. In stage one, the process of creating slides is cumbersome, requiring several steps and student dependence on professional staff. Stage two is marked by the introduction of personal computers, and a decrease in dependency on professional staff. During stage three, students begin to grasp the importance of effective visuals, as they learn the language of visual literacy, practice skills first hand, and achieve near to total empowerment. Stage four is the current stage, similar to stage three, with the added component of multimedia. The outcome of the visual literacy class is the contagious interest that it has resulted in, with fellow students, faculty, and clients impressed with and wanting to know more about the use of technology in presentations. (Contains 9 references.) (MAS)