This research aims to evaluate the impact of a visual competence intervention on early childhood and primary school teachers (N = 224) assessing its educational and social significance. Employing both quantitative and qualitative methodologies, the study involved a questionnaire on socio-demographic information and visual habits, alongside an analysis of 31 open-ended questions. Additionally, photographs taken by undergraduate students in primary and pre-school education post-training, were examined for evidence of significant learning. The findings revealed an enhanced awareness among participants regarding photographic content and messaging. The study highlights the critical need for improved visual culture education among future teachers to better serve a society increasingly oriented towards audiovisual communication.