Today people live in more visual and visualized societies in many ways. It is undeniable that contemporary experience in much of the world is profoundly affected by the rise of technology and the flood of imagery in a different respect than in the past. Accordingly, recently increasing attention is being given to the idea of teaching visual culture in art education In this study, I attempted to definition of visual culture through surveying definitions and comparing with art, media culture, material culture, and visual literacy to clear it\'s concept. The term visual culture implies two aspects. The term visual suggests that it was referred to as \"visuality\"we are concerned with substantially visual artifacts. And the term culture suggests an focus on more than the artifacts themselves. The term visual culture is: 1) to privilege visuality than any other sensory. 2) to focus on social context 3) to include various media 4) a multidisciplinary concept to demand integral approaches 5) to need to visual communication skill. Visual culture is examined as field of study that analyzes and interprets how visual experiences are constructed with social system, practices, and structure. So visual culture actually refers to multicultural, multimodal, intercultural, and interdisciplinary. Art educators need to recognize how this culture condition influences student\'s lives in profound ways. To teach visual cultures in the classroom, we have to consider them carefully. Because they have different fundamental starting points and goals and require of teachers a different orientation to the curriculum as a whole. Teaching visual culture is not a matter of uncritical acceptance of the wide ranging changes in the visual culture. it is a process of broadening the professional field to come to grips with these changes and discussing to develop insight into their meanings. Consequently the argument for moving from art to the study of visual culture should involve consideration about transformation of curriculum content, shifts in methods of teaching, and a reconsideration of the assignment and assessment of student work.