In this article, John Derby examines "The Colbert Report" as a complex visual culture phenomenon that is highly relevant to young art learners, and offers curricular strategies that build on the show's Web content (www.colbertnation.com). As media studies scholar Baym (2010) has argued, "The Colbert Report" represents a shift in post-network news and public media toward a neo-modern paradigm that promotes democracy and social change. Additionally, the website increasingly provides opportunities for participatory engagement through social networking, making it an accessible pedagogical resource for teaching about social issues and media production (Burwell, 2010). However, viewers who are unfamiliar with "The Colbert Report" often mistake its critical parody message as a literal endorsement of the things it aims to critique (Baumgarner & Morris, 2008), which poses a pedagogical problem for educators. Derby begins by discussing this problem and why it demands deeper analysis. He then critically analyzes several aspects of the show and its website, which students can investigate and respond to in art classrooms.