In this study, I examined the influence of Pre-Observational, Interpretative, Theoretical, and Experiential Knowledge on college students' responses to two selected images, with a focus on examination of the impact of different teaching approaches used in three different levels of photography classes and how instructions and practices in these three classes influenced students' abilities to respond to photographically-based images. Qualitative methods were used to collect, analyze, and interpret data collected for this study. Content analysis was used to examine and interpret data according to the main categories and sub-categories presented in the Learning Model for Interpreting Photographic Images.

Highlighted in this study was the impact of class instructions and practices on students' abilities to produce and interpret visual images and the roles students' pre-observational, interpretative, theoretical, and experiential knowledge played in the process of their interpretations of visual images. In addition, how different kinds of knowledge interacted with each other and enhanced students' abilities to interpret photographs also was investigated. An outcome of the study was that theoretical knowledge had the greatest impact on students' viewing experiences and it also was a major contributor to students' construction of a new knowledge and skills that extended their pre-observational, interpretative, and experiential knowledge. It was concluded that theoretical learning is an indispensable part of the enhancement of students' abilities to interpret selected images and it is also significant for the students' construction of new knowledge and skills. Based on outcomes of this research, recommendations were provided for implementing a balanced, indepth, and holistic study of photography for the field of art education.