Using images in the classroom to help students find meaning in literature is not new. Although composition teachers have long used the visual arts as a source for stimulating student engagement, sometimes the subject matter can fail to achieve the desired result. Too often, students lack the vocabulary or frame of reference to be engaged in a work of art--which is sometimes more difficult to interpret verbally than a work of literature. On the other hand, researchers reveal that many students may not take the visuals seriously and only look at them as a break from the routine, a few minutes of fun during fifty minutes of work. Despite these liabilities, visuals do have "the potential to increase attention to, and retention of, information." This article describes an approach to discussing and writing about literature using common student experience, with tattoos as a point of entry.