This paper argues that visual aids should be used in teaching and testing language. It has been scientifically demonstrated that visuals allow for greater cognitive mapping and navigating in an environment. Visuals are a good and useful tool for examination purposes, because they lead the learner to draw out language from their own knowledge and personal experiences through exposure to the stimuli presented. They also permit strategies to organize knowledge into semantic or associative clusters. Moreover, imagery is combined with texts to make subjects more likely to think about the process of language more fully. Visual images encourage the learner to predict, infer, and deduce information from a variety of sources. Images help to bring the outside world into the classroom, and thus help to make the situation more real and in turn help the learner to use appropriate associated language. Humans have several distinct intelligences, and any significant achievement involves a blending of intelligences. Blending is useful, because different intelligences are valued to varying degrees by different cultures. In a teaching and testing environment, a visual makes the task or situation appear more authentic and prompts the learner to find direct or indirect ways to play with the language and its structures. (Contains 15 references.) (KFT)