Evolving from concern for the increasing requirements for literacy, especially visual literacy, the purpose of this study was to determine the impact of color on learning. Sixty midwestern college students were assigned to groups where they read and studied a graphic presentation, and then were tested on their recall and retention. The following independent variables were manipulated to determine relationships with recall and retention: (1) type of graphic presentation; i.e. systematically color-cued or black/white; (2) assessment types; i.e. systematically color-cued or black/white; and (3) time of testing; either immediate recall or two-week delayed retention. The dependent variable, recall/retention on the assessment graphic, was measured by achievement, the number of characters, actions, and explanations that were remembered and recorded on a graphic presentation summarizing a little-known Norse myth. Results failed to show a significant three-way interaction among the graphic presentation, graphic assessment, and time of testing. Furthermore, results did not indicate a significant two-way interaction between presentation type and graphic assessment type. The use of color did not have an impact on the recall and retention of verbal information presented in graphic form. Implications for future research are suggested. Data is presented in one figure and three tables. (Contains 18 references.) (MAS)