This paper will address the question of whether the internet meme, a type of popular social media content, is worth being considered as supplementary course material that can prove helpful when teaching the works of such a classical author as Shakespeare, and if so, how it can be used to achieve maximum efficiency. Any means that helps increase students’ motivation to read and process the items on the reading list is worth considering, given that reading experience is essential for them to complete text processing and interpretative tasks. Furthermore, new methods are likely to increase the experiential aspect of knowledge acquisition. Based on the way they behave, internet memes seem closely related to the units that are able to transfer essential cultural information. Richard Dawkins defined such units as memes in The Selfish Gene published in 1976. Based on their composition, they can be defined as imagetexts in the sense W. J. T. Mitchell uses the term in Picture Theory (1994). As such, can comment on, formulate, and express opinions about various phenomena by transferring information regarding a specific culture or one of its segments. In our case, Shakespeare-themed memes transfer reflection and opinion content by using well know plot components and characters from Shakespeare’s plays as vehicles for their intended point. Having been experimenting with using memes for teaching purposes for a decade now, I will also refer to how they were received by a generation of students native to the digital age and using social media platforms as part of their lifestyle.