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This Capstone addresses the question: Can providing cultural background knowledge of culture-specific sports idioms, using both words and supplied visual images, improve adult ELLs' comprehension and retention of these idioms? This quasi-experimental study explores whether adult ESL student are better able to learn and retain culturally opaque idioms when a dual-coding method of teaching is used. The dual-coding hypothesis states that adding visual imagery to verbal/written forms of information can increase retention. The control group received explicit teaching on the figurative meaning of ten idioms. The experimental group received explicit teaching on the literal meaning, but was also supplied visual imagery. Both groups were administered an immediate posttest and a delayed recall posttest. Comprehension and retention rates were compared. Test results were mixed, but seemed to indicate that dual coding and explicit teaching of cultural background information may aid in long-term retention.