People are inundated with visual information. In this study, I address the question: "When preservice elementary teacher candidates include visuals and graphics into social studies lessons, in what ways do they integrate these materials?" As part of a social studies methods course, participants created lesson plans. These plans included visuals and were analyzed, and instructional practices were identified. This study helps to better understand teacher candidates' conceptions and possible misconceptions of these ubiquitous resources that will impact elementary student learning.