In this article, the author suggests that visual culture is so much a part of students' lives that it is difficult to ignore. In the art class educators can effectively model democratic concepts, processes, and behaviors, and help students make sense of their world. The arts can heighten perception and critical thinking and help students develop skills necessary to interpret images and engage in civil discourse. Visual culture is a valuable and necessary part of the art curriculum. Visual culture education need not replace traditional arts education. The intersection of visual culture in arts education can create meaningful, cross-cultural learning experiences that prepare students to participate fully in a democratic society. A rationale for integrating visual culture in the art education curriculum is presented. This rationale includes the need to provide students with authentic learning experiences that contribute the skills, attitudes, and dispositions necessary for success in a political and social democracy. An inquiry model for visual arts curriculum development is introduced and aesthetic questioning is encouraged to engage students in critical discourse as consumers in a democratic society. Implications include the need for continued research and changes in preservice and professional development programs that emphasize visual culture arts education. It is imperative that teacher education and professional development programs provide art educators with a theoretical and conceptual framework of visual culture. These programs need to embrace visual culture arts education, new media and its history, and continue to develop pedagogically sound strategies for K-16 classrooms. (Contains 1 note.)