This study proposes a new learning strategy for teaching biblical texts using visual design strategies. Traditionally, biblical texts have been taught using a teacher-centered transmission approach, which does not engage digital students, who are accustomed to visually accessing information. The proposed learning strategy introduces an inquiry-based, student-centered approach wherein students design the visual layout and organize biblical chapters via layout, discovery, packaging, and graphic editing. This allows students to directly and independently interact with and derive meaning from the text through multisensory processes, as proposed by dual-coding theory. This learning strategy makes a novel contribution by having students produce visual typography as an active part of their learning processes. Compared with traditional transmission approaches, this study examines how this learning strategy is associated with students' strategies and cognitive challenges while studying biblical texts.