Two literacy teacher educators charged with teaching literacy to preservice elementary teachers discovered the potential of graphic novels for supporting multimodal comprehension and Internet navigation among students. Reviewing their adopted texts, they found almost nothing about graphic novels and questioned whether this was the case in other texts. They conducted a review of a semirandom collection of literacy texts published since 2000 to determine how graphic novels are treated in those texts. Results indicated that 73% of the texts made no mention of graphic novels, and only two suggested specific strategies for use with graphic novels. This paper discussed the plan of action the researchers implemented to include graphic novels in their curriculum, as well as implications of their findings.