To address the language and literacy needs of kindergarten-second grade children with language impairments, the author suggests an interdisciplinary, literature-based approach to teaching through the visual arts. Studies that focus on teaching language and literacy through the visual arts to children with language impairment are lacking. However, literature-based and arts-integration approaches are considered promising, evidence-based practices for children with and without language impairment and other disabilities. In this article, the author suggests that integrating literature and visual arts approaches provides children with language impairments contextualized, multi-modal means of representation, engagement, and expression that builds on their strengths. Speech-language pathologists and other educators who work with children with language impairments will find steps for (a) identifying an instructional focus, (b) aligning standards and IEP goals, (c) selecting materials, (d) reviewing strategies, (d) identifying vocabulary, and (e) designing vocabulary, narrative, phonological awareness, print concept, and syntax activities, for teaching through the visual arts.