This paper provides a rationale for the selection of illustrations and visual aids for the classroom. The theories that describe the processing of visuals are dual coding theory and cue summation theory. Concept attainment theory offers a basis for selecting which cues are relevant for any learning task which includes a component of identification and recognition. Selection strategies, methods for concept attainment, are used when the learner is able to choose the order of instance. Reception strategies are used in the more realistic unpredictable, random instance presentation. Experiments that tested individual choice of selection and reception strategies resulted in the following suggestions to consider when choosing an illustration: instructional pacing; previous experience; and field dependence. Supportive evidence also discusses the effects of pacing; level of prior knowledge; and field dependence and visual learning. It is concluded that the application of concept attainment theory to future research may allow more precise and informed choices of illustrations, as well as suggesting use of types of illustration previously unconsidered. (Contains 34 references.) (DGM)