A practicum used a new learning tool to enhance long-term retention of new vocabulary. Sixteen seventh-graders in Language Arts, who had a long-term retention mean score of approximately 40% of newly learned vocabulary, increased their long-term retention of new vocabulary by 25% (a new mean of 65% of new vocabulary). Additional objectives included enhanced short-term retention, increased ability to work with synonyms and antonyms, and student exploration and appreciation of an additional study technique. Students completed a dictionary sheet to include the new vocabulary word, a definition, two written contextual applications, synonyms, antonyms, derivatives, and additionally a visual image drawn by the student to capture the essence of the word. The visual image was the key to the practicum, since it was believed that conceptualization and creation of this image would allow students the deep processing necessary for long-term retention. Students in the target group had an improvement mean of 24.8%. All students showed improvement in long-term retention. Scores for short-term retention were scattered and offered no clear correlation with the production of the dictionaries. Students increased their ability to work with synonyms and antonyms, and viewed the experience of using visual images as helpful to the learning process. (One table of data is included; appendixes include charts of student progress, sample exams, student data, and sample dictionaries.) (SR)