This article shares results from a qualitative research project that examines the similarities and differences in how composition textbooks and science-writing textbooks address visual communication topics. This research has two goals. First, it seeks to better understand how visual communication is practiced and valued in the composition and natural science disciplines by analyzing the visual terms used and themes covered in the textbooks. Second, by exploring differences in disciplinary expectations and conventions, the research demonstrates how visual communication skills taught in FYC may not always be universally valued by all disciplines. This article concludes with insights composition instructors can use to prepare students for the differences in communication practices they will face when writing in the science disciplines, even if FYC does not teach science writing specifically. Likewise, tracking students' learning in FYC would aid WAC/WID instructors and science instructors as they build upon students' prior knowledge and assumptions when teaching the particulars of visual communication.