Underdeveloped reading skills can have major implications in students' adult lives, and virtual students' reading comprehension has been steadily declining. This qualitative study explored virtual high school English teachers' perceptions of graphic novels as supplemental tools for improving students' reading comprehension. Through a multiple case study design, three teachers employed in a virtual academy located in a suburban school district in north Georgia shared their experiences using graphic novels to support students' online reading proficiency, their perceptions of the multimodal genre, and any identifiable barriers in implementing the image-based texts into their online curriculum. Data collected and analyzed through an interpretivist lens during three in-depth semi-structured interviews and two subsequent focus groups identified four main findings: (1) Visuals aid in elevating students' reading comprehension online, (2) graphic novels elongate student reading engagement online, (3) graphic novels increase students' confidence with reading online, and (4) a need for more graphic novel resources from the participants' school district. The culmination of data during two focus groups helped to generate a resource document for their school district on how the genre can be useful in supplementing online readers' comprehension of digital literature. [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.]