Students of history are expected to be able to interpret visual images as a source of primary evidence for historical inquiry, yet history teachers may not always place sufficient emphasis on pedagogies that consistently and specifically target the skills of visual interpretation. Developing understanding of visual evidence is sometimes left to chance, perhaps backed by the argument that students live in a visual age and therefore have an innate ability to interpret visual culture successfully. This article discusses research conducted into the author's own teaching practice. She has found that the use of the Three-Level Guide provides valuable assistance in developing student understanding of historical images. Furthermore, because the Three-Level Guide is a method that enables close analysis of images, while simultaneously contextualising important historical information, it is an ideal tool for in-depth interpretation. The tool works by developing critical thinking and discussion about ideas and issues raised in the Guide's statements, and it was shown that this process develops an awareness of the significance of visual clues and facilitates debate on a variety of interpretations. (Contains 3 figures and 7 notes.)