In this article, the authors consider the role that arts-integrated writing might play in shaping student learning opportunities. It explores the topic of using photos, drawings, and other images in the classroom as visual texts to mediate personal expression, thinking, and learning with language-based texts. Existing literature on multimodal curricula is briefly reviewed and ideas are provided for teachers who would like to explore this approach to writing instruction. Issues of equitable access to learning opportunities that are centered on students' multiple ways of knowing and the funds of knowledge they bring to school, as well as shifting cultural definitions of literacy and multimodality, are also explored. Specific examples of how teachers can maximize the potential of multimodal, arts-integrated teaching and learning in their classrooms are shared. The article concludes with implications for teachers, their teaching practices, and student learning.