Visual thinking routines are principles based on several Western theories, approaches, and strategies. Such routines, which are usually used again and again in the classroom, promote thinking skills, call for collaboration and sharing of ideas, make thinking and learning visible, and above all, promote student engagement. Visual thinking routines were implemented in the graduate course, "EDEL606, Elementary Science and Mathematics Methods" at the American University in Dubai. The aim of this qualitative study was to examine student teachers' attitudes towards visual thinking routines. The use of such visual thinking routines in the teaching methodology course helped student teachers acquire hands-on experience on the usage of visual thinking routines, and hence, transformed the learning acquired to their classroom. At the end of the course, 5 students, enrolled in EDEL606, answered a simple question: "What did you like most about visual thinking routines?" The results showed that student teachers relished and appreciated the use of visual thinking routines in the course and the manner in which such routines allowed for organization, variety, thinking, and student engagement. As with all original, new, and unique resources, visual thinking routines are not free of challenges. To make the most of this useful and valued resource, educators, need to comprehend, model and spread an awareness of the effective ways of using such routines in the classroom. It is crucial that such routines are meaningfully and effectively integrated into the curriculum in order to reinforce student engagement and make sure students are actively involved in the learning process.