Incorporating visual methods and representations into research opens possibilities for deeper understandings of how individuals experience institutions of higher education. Written and spoken words and numerical data are necessary in research but may be insufficient in developing new understandings of the social world. Participant-generated visual methods (PGVMs) can increase our repertoire of methods, thus, expanding what is and can be known. We argue that PGVMs enhance, expand, and provide new understandings in higher education research. We provide an overview of literature, share examples from our own work, discuss logistical and ethical challenges, and conclude with implications for higher education researchers.