The purpose of this research was to determine whether the use of student-selected artworks and cooperative learning groups could enhance visual literacy, communication, and critical thinking skills among diverse learners. The intervention took place over a three-week period in the school's computer lab and in the art classroom. Twenty-five fifth-graders were participants. This qualitative study included observations, interviews, student responses to selected artworks, videotapes, cooperative group discussions, and a post-intervention survey. Each participant selected artworks that were accessed via the Internet. Students responded to selected artworks both pre- and post- cooperative group intervention. Triangulation of data implied that students often select and respond to images based upon personal experience and cultural identity regardless of ethnic background. It also suggested that male students tend to visualize and prefer action and adventure in art images, while female students respond to qualities such as beauty, color, and animal themes. Analysis of students' written responses implied that cooperative group interventions do enhance critical thinking, visual literacy, and communication skills of fifth-grade learners. The results of the study were communicated to the learning community through an interactive workshop with teachers and administrators. The workshop supported the use of student-selected images in promoting visual literacy and communication skills among a diverse student population. Recommendations were made for incorporating the use of student-selected images to promote visual literacy in other areas of the curriculum and for students who are English language learners.