This study examined the impacts of augmented reality (AR) activities that were integrated into a Master's-level education course for mainly in-service teachers pursuing higher-level certification, generally in the specialization area of Instructional Technology-of the fifteen participants, twelve were active in-service teachers, and three were informal educators preparing to transition into a formal teaching role. The study investigated the participants' understanding and design of AR visualizations that were intended to supplement content lessons that they had also developed for use in their own classrooms. Data analysis yielded several key findings: The first finding was that all of the participating teachers were able to create AR concepts to supplement their lesson plans. The second finding was that, of the 21 AR concepts designed by the participants, seven AR concepts were literacy-themed, seven were mathematics-themed, five were science-themed, and two were history themed. A third finding was that only some of the participants' AR concepts actually took advantage of the unique affordances that AR technology provides, whereas other concepts did not actually require AR technologies to implement. The article concludes with a discussion of the implications for future research and practice focused on the pedagogical potential of AR in the classroom.