This paper elaborates on using picture books in the classroom--not just for young students' recreational reading, but also as a creative method for introducing complex concepts to the middle school adolescent. The paper contends that the language arts classroom needs to become a secure community where students are "pulled into" literacy learning situations because the topics are interesting to them. It states that one way to introduce literary elements and writing concepts to middle school students is through the use of picture books-- whose stories simplify various language arts themes and concepts so students can apply and extend themes, literary elements, and writing concepts to grade level tasks. It also finds that another value of picture books for the older reader and writer is the opportunity they present for examining form and structure. The paper illustrates how one teacher uses picture books in every unit of study throughout her school year. It concludes that regardless of age and grade level, students, even older ones, need the careful step-by-step learning experiences that picture book lessons can provide. It stresses that picture books have an important place, enhancing math concepts, history lessons, science experiments, human relations development, and, of course, the language arts curriculum. Contains 5 figures and 10 references. (NKA)