This research discusses the close relationship between visual literacy, the ability to read, understand, and create visual texts -- and elementary school books, particularly children's picture books. It aims to explore the visual literacy parameters in English elementary textbooks published by the Indonesian Ministry of Education and Culture. In comprehension and retention, visual content embedded in school textbooks serves as a powerful tool to enhance student understanding. This research uses the descriptive qualitative method and visual literacy paradigm by Maria Avgerinou. The research object of this study is English digital schoolbooks for an elementary level which can be accessed through https://buku.kemdikbud.go.id/ by the Indonesian Ministry of Education and Culture. The results of this study found that visual perception affects the learning process, concept formation, and problem-solving ability, thus contributing to critical thinking skills. Thus, the combination of illustrations and images in English learning books for elementary students develops students' visual literacy. The findings will contribute valuable insights to inform educators, curriculum developers, and policymakers about the current state of visual content in education materials. [For the complete proceedings, see ED672804.]