This study investigated the relationship between visual cues in art reproductions, simple linguistic time vocabulary and children's temporal understandings. During interview sessions, 33 third-grade students attending two suburban schools were asked to place three art postcard reproductions sets in chronological order. Interviews were recorded, transcribed, and coded for analysis. Linguistic references used to represent historical time and visual cues within the art postcards which caused students to place art works in a particular time sequence were documented.