This study explores the use of Photovoice as a pedagogical tool in two introductory undergraduate chemistry courses for nonscience majors. Photovoice, historically linked to participatory action research, is a qualitative mode of inquiry in which the perspectives provided in narratives and pictures are generally personal, subjective, and unique. Therefore the pedagogical use of Photovoice as a student-centered learning activity in an introductory chemistry course represents a departure from the positivism and teacher-centered style of lecture often associated with the study of chemistry. Content analyses were used to summarize and interpret collected qualitative data. Student Photovoice presentations were specifically analyzed for distinctions in perspective and engagement; common themes were also noted. Findings of this study indicate that Photovoice effectively engages students in learning while making chemistry relevant.