This article reports the result of an action research study that explored the need for visual literacy as an additional instructional input for students creating technology integration solutions. The introduction of visual literacy concepts is useful in two ways. First, it raises visual considerations to the conscious consideration of students. Students who previously considered the visual design of their work as an "afterthought" become aware of the importance of the visual aspect of their final products. Second, it provides access to practical, concrete visual design principles for students to apply to their work. In learning these principles, students become aware of visual design changes that will improve their work. This paper is divided into four sections that explore a specific case where visual literacy made a difference in the work products of a class. First, the author discusses the foundations of visual literacy, the meanings of visual literacy, and the final operational definition of visual literacy used in the study. Second, the author provides details on the action research study presented in this paper. Third, the author reports the results of the study. Finally, the author concludes by making recommendations for other instructors who wish to integrate visual literacy into their instructional technology courses. (Contains 2 resources.)