This study is to explore the perspectives of the essence of photography, the function of photography, and the rationale of photography appreciation. In view of the content of photography appreciation, three issues will be inducted in this study : (1) aesthetic experience, (2) photography history, and (3) photography criticism. Furthermore, the author also develops a model for photography appreciation, which includes five elements : (1) objectives, (2) learners, (3) content, (4) process, and (5) evaluation. Based on these elements, the author develops a table to evaluate the works of photography. Finally, the data are collected from 30 students use the table for appreciating the works of photography. The result of the data indicates there are insufficient abilities in both photography history and photography criticism in the programs. Accordingly, this study offers five suggestions as follows 1. The ability of photography appreciation needs to foster the learning experience in three aspects: (1) aesthetic experience, (2) photography history, and (3) photography criticism. 2. The course of the photography appreciation needs to increase the abilities in both photography history and photography criticism in the programs. 3. The instructional content of photography appreciation can be focused on any one of the five suggested learning lists of photography appreciation. 4. The future study needs to include the subjects with a variety in school settings, program grades, and the levels of photography appreciation. 5. In order to effectively conduct photography appreciation in the future, this study suggests: (1) to refer to the updated rationale of photography appreciation, (2) to collect the related literature, more subjects, and experimental cases, and (3) to modify further on the model of Photography appreciation.