The intention of this study is to show that Jewish studies can and should be taught with a major visual component. The research and investigative nature of this study deals with the qualitative aspects of Jewish education and visual literacy and the presentation of a case for a visual component as an integral part of Jewish studies. Jewish studies teachers are interviewed and visual education is discussed in light of the problems revealed in a survey. The assumption is that there are important teaching concepts of a visual nature that can be of benefit to the teaching of Jewish studies and that these are not being addressed by the present curriculum. There are several approaches which are examined which have a visual basis for learning. All of these are proposed for inclusion in a sample program, with an emphasis on the visual arts. The concept of visual literacy is emphasised as a platform for this study. The role of the Jewish artist in society and education is examined. It is often pointed out that because the Bible was written without illustrations, all of the later teaching appeared to strengthen the assumption that Israel is a nation without images. In terms of the Jews' contribution to the visual arts and the visual nature of much of Jewish law and lore this is not so. Classical Jewish texts have an infrastructure which can be an educational tool used to enhance learning, however this is not utilised to any real degree in contemporary Jewish education. The sources for modern Jewish education are discussed and the results of the survey reinforce the assumptions stated in the study. These are analysed and evaluated. Several curriculum models are examined and modified for use in a Jewish studies environment. As a result of this, several factors as guiding principles are evolved and a basis established for the design of a curriculum framework. A sample program is designed with a basis in several of the curriculum models, it is then evaluated and suggestions made for further development.