Among the issues that the educational system has yet to adequately address is arts and reading education. The result has been a continued lack of enriched learning experiences and literacy acquisition for many of our students. Thus, this action research study brought the arts into the classroom to examine the impact of arts-integration on literacy. Specifically, this study examined how storyboards, a graphic organizer that combines drawing and writing, may impact the reading comprehension and reading perceptions of 45 fourth grade students. Findings suggest that while there were no significant differences in the students’ reading comprehension assessments (W = 30; p = .477), students strongly expressed that the storyboards helped them in competencies that impact their textual understanding. Survey findings also suggest an increase in positive attitudes towards reading and greater reading enjoyment. Engagement in the storyboards, content interest, and the use of effective instructional practices may account for these findings.