The visual reality of the world is often not reflected in the classroom experiences of students, creating little opportunity for them to learn how to be critical "readers" of the visual texts that fill their lives. After participating in a provocative summer workshop on Visual Thinking Strategies (VTS) at the Cleveland Museum of Art, the author felt inspired to develop a day-long professional learning experience at the museum for twelve of her colleagues. Leaving their classrooms and traveling to the museum allowed the teachers to adopt a learner's stance as they practiced the VTS protocols. The key to finding time for such experiences in the literacy classroom may be making time for the teachers to experience the power of VTS outside of it.