This chapter examines a study of cartoons used to depict narratives about education in the UK national press. It describes the use of a semiotic approach to the analysis of visual images. Rooted in the ways teachers; teaching; issues; themes; key figures and moments concerned with both education policy and practice are represented visually by the media, it addresses what such visual images count for publicly and their role as part of a range of communication systems. Visual material exists in a wide variety of forms, for example, photographs; maps; cartoons; paintings; drawings and sketches; film; video; diagrams and even forms such as graffiti. Taken singly the nature of each form as a cultural artefact is different. The differences are fixed by two cardinal factors. First, the process and method of production. In other words how the image is mediated. Second, the use for which the image was intended or perhaps more precisely the use to which it is put. These factors imbue a particular form of existence on a specific image form. Collectively, each of the examples listed are not only visual-sensory information but are also coded culturally. Mediated images communicate. They are a 'sign system' in themselves. Messages they carry are always representative.