Technological innovations have helped create a virtual terrain of aesthetic re/production, dissemination, and consumption. The landscape of cybermedia is a commodified cultural jungle saturated with pleasurable, and even violent or sexual, visual spectacles. To function in a techno-economy and rapidly changing society, students need to engage in critical cybermedia literacy activities in order to become more informed consumers of cyberaesthetics. Art education must prepare the digital native for the expanding cybersociety, equipping them with the critical knowledge and skills necessary to process the vast number of visual spectacles. This article thus illuminates the importance of fostering critical cybermedia literacy in the tech-savvy digital generation and proposes a critical approach to art education that fosters critical cybermedia literacy. Teaching critical cybermedia literacy in art classrooms empowers students to engage in the politics of visual practices for purposes of emancipation and democratization and to further cultural democracy and social justice. Art education for critical cybermedia literacy places emphasis on critique and creating alternative/deconstructed texts so as to equip digital natives with the knowledge and skills necessary to process a plethora of pleasurable, though often problematic cybervisual spectacles.