This chapter aims to define visual culture and explain its purpose in the choice-based art curriculum and to develop instructional resources for teaching visual culture. It describes best practices for teaching students visual culture inquiry methods. Early societies originated visual culture when they began making adaptations to the natural environment by manipulating objects, creating functional products, forming aesthetic designs, and inventing advanced symbols. A main component in visual culture studies is teaching students how to recognize that images have different meanings and intents. Visual culture is saturated with examples of around-the-clock spectatorship made possible through digital devices, social media, reality television, and gaming. Marketers may intentionally manipulate people’s understandings of visual culture by producing multiple modes of instruction to promote mass-produced products or ideas. Students can role-play visual culture scenarios, act out skits with handmade puppets and dolls, and create jingles and dances for their visual culture–inspired products.