In a contemporary society dominated by visual media, critical visual literacy (CVL) is a significant skill to inculcate, and yet, in some educational systems, its integration in teaching and education has not (yet) achieved enough recognition, especially in a context like Pakistan. As it is assumed that students will develop the necessary competencies by themselves as they operate in a far more visually stimulating world today. This view, however, is contested in literature where it is claimed that students can learn to develop CVL competencies just like they develop their phonemic literacy skills. Thus, the current study investigated how the use of images in a classroom of 12-year-olds in Karachi, Pakistan can help them develop CVL. Using an action research methodology with video-recorded observations, focus-group interviews, teacher's reflections, and students' work, data was obtained over 10 weeks. The findings from the study suggested that as students analysed and interpreted images, they enhanced their abilities to consider multiple perspectives, critical thinking, application-based learning, and visualization, eventually, improving their engagement, learning, and development. However, for some students, the process of critical interrogation of images was found to be challenging. Also, a well-prepared teacher with pedagogical content knowledge on CVL was found equally important to involve students in more meaningful learning experiences.