The pedagogic value of picturebooks for teaching English in primary schools is undisputed. However, they also hold immense potential for secondary English language education. Their intricate design, thematic complexity, and rich options for competence development, e.g., in areas such as critical thinking or fostering visual literacy, transcend primary classrooms. This volume engages in a research-based discourse of how the transfer of this supposedly childlike literary medium to the secondary level can succeed. It legitimizes picturebooks as a complex text form that lends itself to competence- and content-oriented learning in English lessons with intermediate and advanced learners.