To explore the usefulness of imagery as a learning tool in a classroom situation, this study investigated whether a visual image has an additive effect on the recall of definitions of previously unknown English words. One-hundred-forty-two students enrolled in six sections of an upper level developmental reading course at Georgia State University composed the three groups involved in the experiment to investigate whether providing an image portraying the definition of the word promoted more effective learning than (1) simply providing the definition or (2) providing the definition and a sentence using the term. The first posttest, administered immediately after instruction, showed no significant differences among the three treatment groups, findings that were not unexpected because students were all motivated to study for an upcoming test. However, the delayed test administered two weeks after instruction indicated that the group which received definition, sentence and visual image performed significantly better than the first group receiving only the definition, indicating that visual imagery can be used successfully as part of an instruction technique in vocabulary development programs at the college level. (Two tables of data, one example of the use of imagery, and 20 references are attached.) (NH)