Studies evaluating the graphics in science textbooks have recommended that teachers use eye-catching visuals to reinforce student learning objectives. Similarly, the "Next Generation Science Standards" (NGSS Lead States 2013) suggest that science teachers use visuals to teach English Language Learners (ELLs). However, little research has focused on the role visuals play in helping young ELLs acquire second-language skills and content-area knowledge. Using visuals is a common and recommended practice for teaching ELLs, but there is reason to question the effectiveness of current methods. In 2009, only 3% of eighth-grade ELLs scored "proficient" on the National Assessment of Educational Progress science exam (NAEP 2009), a level of underachievement that represents a crisis in the capability of young ELLs to advance in their scientific fields. Unfortunately, although many sources urge teachers to incorporate pictures, graphs, and charts in ELL instructional materials, educators receive scant guidance for selecting useful and appropriate visuals. Simply put, not all visuals are equally useful. Based on those findings and the authors' own textbook content analysis, in this article the authors recommend strategies for identifying effective visuals that support the needs of students who read and study science in a second language. Suggestions for using less-than-ideal visuals to build graphical literacy are included.