In order to begin to understand the current levels of awareness and understanding of teachers regarding visual literacy resources and tools, a descriptive study was recently undertaken by the authors. Data were gathered through a researchers-generated and pilot-tested web-based survey from 43 in-service teachers from the northern Illinois region. Teachers were asked to indicate their access to and frequency of use of a variety of tools. This list of tools included some of the more traditional items such as bulletin boards but also included the technology-based visual literacy tools such as digital production cameras, video storytelling software, and image manipulation software as mentioned earlier in the article. From the data and other anecdotal evidence it seemed that teachers have skills and knowledge about software and hardware, but not the theoretical principles and guidelines for appropriately using those tools to promote and integrate visual literacy principles. Teachers indicated that they did understand and agree with the importance of using visual literacy tools in their instruction but they admitted that they struggled with finding time and the correct instructional resources such as curricular guides or lesson plans, software or cameras, to make this happen.