The purpose of this article is to explore the relationships among art, language, and communication through the use of children's art books in early childhood teaching. By children's art books, meaning books for children that serve as contexts for reproductions of artworks, are stunning works of art themselves, engage the curiosity and thinking of not only children, but adults as well through a well-designed blend of story, text, visuals, and construction. The characteristics of art books and activity ideas described in this article resulted from research conducted by students in a university-level introductory art education course. The author presents these not as recipes for art teachers to follow, but as examples or guidelines for teachers when creating their own books or looking for books to use in their childhood classrooms as impetus for communication, interaction, and negotiating meaning. (Contains 1 endnote.)