Contemporary societies, whether in the United States or the Pacific are overwhelmingly visual in character. Yet, schools at all levels continue to privilege written text as demonstrations of learning over any other form of communication. A visual curriculum has the potential to strengthen instruction across disciplines and offers students another way to express their knowledge. As a receptive mediator, images can provide support for students who may be new to school, or English, or otherwise in need additional scaffolding of verbal language experiences. Privileging visual texts as student demonstrations of knowledge may provide students an otherwise missing opportunity to express cultural knowledge and identity. Visuals can also improve learning outcomes by creating new opportunities for students to display their knowledge within and beyond the curriculum. Keeping that in mind, author Marva Cappello designed instructional opportunities for teacher education students to express their ideas through transmediated classroom experiences where visuals were integrated alongside traditional oral and written language forms. This article explores the ways visuals enabled student expression of curricular knowledge and personal identity in a master's level teacher education context in American Samoa. The following research questions guided the study: (1) In what ways did privileging visuals provide students with another way to express curricular understandings; and (2) How did the process of creating visuals mediate opportunities for learners to reflect and explore identity?