Many studies investigate the effects of visuality on the learning process. In this study, the aims are to determine the views of German language teachers in Anatolian High Schools on the visuality in the textbooks that they use and to assess the contribution of visuality on education in line with these views. In this context, with the questionnaire that is formulated after literature review, the effects of visual elements on the development of language skills of students, learning motivation, country and culture education is investigated. According to the findings, the majority of 100 teachers working in 38 different cities in the academic year 2009-2010 indicated that visual elements in the textbooks used in German as a foreign language classrooms do not have a positive impact on foreign language education. On the other hand, when the textbooks used by the teachers are examined, it is found that visual elements are actually sufficiently used and hence the quantitative superiority is not a feature that increases the effectiveness of learning-teaching process but instead it is a deceptive factor. Accordingly, recommendations are made for the usage of qualified and efficient visual elements that would create awareness among students rather than including visual materials that are below the expectations of students and that are incorporated in textbooks through a simple set up unlike striking visuals students are used to in daily life.