Teaching visual literacy provides students with tools for questioning and understanding the world while creating meaning through visual art. Wanting to know how students make meaning together while making art, this article centers the convergence of collaboration and visual literacy in early childhood artistic practice. Approximately 200 students in eight kindergarten, 1st-, and 2nd-grade classes from multiple schools participated in this experience. They practiced verbal and visual communication skills while working with a partner to create and contribute to several different collages. Ages ranged from 5 to 8 years old, and students worked with one partner from the same grade level in their classrooms. Students in these classes had prior experience viewing and interpreting a range of different types of art, although less for those in kindergarten due to fewer years of art instruction. [With contributions by Kerry Buchman.]