How do fifth-grade students in a gifted class construct understandings of the opposite sex? In what ways do these constructions manifest in the visual texts created in literacy and language arts classrooms? This qualitative study integrated visual arts to understand how fifth-grade gifted students represented and perceived gender roles. Using visual discourse analysis (Albers, 2007), we analyzed the visual texts created by fifth-grade students created during a semester-long investigation in which they studied informational and literary texts that addressed content concepts such as compromise, criminal and civil law, and the constitution. Findings suggest the need for close readings of the graphic, structural, and semantic information conveyed by visual texts that children create in literacy and language arts classes.