Because of the complexity and changeability that characterize languages, language learners face a number of various factors in their quest to acquire a new language. Nevertheless, it is the level of motivation and personal attitude toward language learning that will determine their rate of success (Dörnyei & Csizér, 1998). The purpose of this study was to find out (1) whether there was a relationship between the use of visual art in world language instruction and student motivation, and (2) whether student writing skills improved when visual art was used for Content Based Instruction. The study used a mixed method research design to quantitatively analyze student questionnaires, student writing samples and End of Course (EOC) exams, and semiqualitatively analysis of open-ended student surveys. Results from two-way repeated measures ANOVA on the first three instruments did not confirm the existence and significance of any relationship between the use of visual art in language instruction and student motivation toward learning a new language. The student survey, however, showed that most students liked class activities that taught them content matter and required their active participation, such as dialogue presentations and student-produced videos, indicating language instructional activities using the CBI approach were much more effective in increasing student motivation than visual art instruction per se.