The multimodal world learners inhabit demands visual literacy among other literacies if learners are to effectively navigate its terrain. In this study, we sought to understand the extent to which five Grade 4 English textbooks currently used in some schools in the Eastern Cape province of South Africa facilitated the development of visual literacy through their presentation of visuals. A review of literature on the merits and tenets of, as well as studies related to, visual literacy development informed the categories that we used for a content analysis of the textbooks. Findings from the study point to an acceptable level of quantitative use of visuals in all the textbooks which, however, is not adequately complemented by a qualitative use of the visuals for visual literacy development. On the basis of that conclusion, we recommend the constant review of materials design and textbook design in particular, to ensure they are reflective of the current literacies; as well as the need for teachers to institute compensatory measures to counter the limitations of the textbooks.