This study sought to determine the implications of using lesson study as a professional development model to support graphical literacy in second grade students. This mixed methods embedded study gathered information from 3- second grade teachers and 50- second grade students in a rural public school in Central Alabama. The study collected data using a modified version of the Classroom Learning Environment Survey, interviews, observations, transcriptions and debriefing notes. Results from the CLES surveys indicated some positive results for teachers and students in learning about science and the world. Results from the interviews, observations, transcriptions and debriefing notes indicated that the use of lesson study supported teacher use of interactive read aloud with nonfiction text graphics. Teachers received three days of professional development during the summer for lesson study, graphical literacy and interactive read aloud instruction. Students were engaged in whole and small group instructional activities. Teacher educators, in-service teachers, and pre-service teachers can use findings from this study to inform practice. Future research should apply lesson study and nonfiction graphical literacy instruction with elementary classrooms. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]