Visuals, are significant instructional tools that facilitate children's learning, provide an aesthetic perspective, and contribute to classroom management. This study investigated preschool classroom visuals on walls from the perspective of preschool teachers. The data was collected from 58 preschool teachers working in Ankara by using the Demographic Information Form and Classroom Visuals Questionnaire developed for this study. The data were analyzed with content analysis qualitatively. This study has found that generally, the visuals used in preschool classrooms mainly display children's works, basic concepts, and classroom rules. There are limited visuals representing diversity, especially for people with special needs and most of the teachers use visuals related to diversity and people with special needs during special days and weeks. Finally, the majority of static and non-static visuals are created by the teachers for their classrooms. The findings of this study, which provide a snapshot of classroom visuals from the perspective of preschool teachers, yield interventionists and researchers who work on classroom environments and learning methods, emphasizing the importance of visuals in the development, and learning of young children.