The present study investigated the relationships of meaningfulness, picture detail, and presentation mode on visual learning. Subjects, 123 broadcasting students at Brooklyn College, viewed slides of animal pictures previously classified by judges into high-and low-meaningful groups. All Ss saw both high-and low-meaningful stimulus items. Half saw the stimulus items as full-color pictures while the other half saw them as line drawings. In addition, one-third saw the stimulus items as pictures presented alone, one-third saw them as pictures with each animal name printed underneath its picture, and one-third saw the pictures (without printed names) accompanied by the spoken animal name as each slide was shown. Following presentation of stimulus slides, Ss were shown a series of full-color test slides containing dummy items randomly intermixed with stimulus items. During two showings of test slides, Ss first indicated those animals recognized from the learning trial and second, wrote down those animal names they knew. Results included significant main effects on recognition accuracy for meaningfulness and presentation mode in addition to significant interactions for meaningfulness-by-mode and mode-by-picture-detail. A significant main effect of presentation mode resulted for correctly named stimulus items. Three significant main effects (meaningfulness, picture detail, and mode) and one significant interaction (mean-ingfulness-by-picture-detail) were obtained on error scores.