This research scrutinises the Three Minute Thesis (3MT) participants' experiences, with a focus on the incorporation of visual rhetoric in the presentations. The study employed a mixed method with an explanatory sequential design. The participants were seventeen students ranging from bachelor to doctoral programs joining the Training-of-Trainer conducted by Leeds University, UK, and the State University of Malang, Indonesia. The data were collected through observations, video documentation, and self-reflections in casual interviews. The results showed that most of the participants perceived benefits though they experienced challenges during the preparation and performance. Hence, they learned to develop simple, bold, and little text visuals to engage the audience. Also, doing timed performance practice with slides, requesting peer feedback, and using visuals as presentation cues aided the participants in successfully doing 3MT with the visual rhetoric presentation. This study advocates the visual literacy enhancement to accompany the success of rhetorical performance in any educational context.