Community colleges educate almost half of all American undergraduates. These students include but are not limited to under-prepared high school graduates, and individuals who are working full-time while attending school, as well as students of diverse cultural, socioeconomic, and ethnic backgrounds. With such a diverse student population, science educators may find it difficult to teach science, especially since the language of science is exceptional and contains some inner hierarchy that most other disciplines do not (Osborne, 2002). This qualitative case study examined a community college science faculty member notion's learning to use visual illustrations in science instruction through a collaborative professional development approach. Through this study, insights were gained on how to implement relevant science pedagogy at this community college. Narratives are used to tell the story of a community college science instructor's experience using visual illustrations through science concepts (e.g. cell structure, cellular transport, and metabolism) taught. Narratives reflect the science instructor's story leading to further studies in multiliteracies, professional development, and student perception of visual images in community college setting. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]