Not convinced that teachers and teacher-librarians were actively suppressing their students' visual literacy, the author decided to conduct informal interviews with four local teacher-librarians (three elementary and one secondary) attending classes at the university where he instructs. All four indicated that though their libraries were rich sources of key visuals ranging from laminated posters to historical films, many of these visual resources were either untouched or used by teachers to stimulate student writing. Rarely were school library visuals used to stimulate students' talk about the images that they formed in their minds, or to encourage students to graphically represent their understandings. One teacher-librarian stated that this was because "our school's mission is to get our kids reading and writing." Detailed results of these interviews are provided in this article.