This research describes how eight pre-service teachers interpreted and analyzed instructional visuals, defined visual literacy, and assessed the effectiveness of four instructional images. A phenomenological procedure was used to collect, organize, and analyze the data. Findings suggest that pre-service teachers in this study were able to define visual literacy conceptually and could extract the intended meaning of instructional visuals. In addition to demonstrating these skills, participants were able to provide principal-based recommendations for the redesign of instructional visuals. Implications for future research and assessment of visual literacy competencies conclude the paper. (Contains 2 tables and 2 figures.)