Recognizing that photography in the classroom is highly motivating in that it offers a unique vehicle for communicating ideas visually, this study was designed to isolate variables which can be both observed and evaluated in photographs and for which instruction can be designed. Relationships among the technical and aesthetic qualities in students' photographs were examined, as well as students' spatial abilities, and an effort was made to identify the level of spatial ability which would benefit most from differences in photographic instruction. In addition, photographic improvement within each level of spatial ability was examined to determine whether the improvement occurred in the lower order technical skills or higher order aesthetic skills. A quasi-experimental non-equivalent control group design for intact groups was used. The 66 fourth and fifth graders who participated in the experiment received instruction, completed photographic exercises, and were ultimately evaluated by a panel of judges for technical and aesthetic improvement. Results indicated that in all instances students performed better when aesthetic concepts were imbedded in the instructions. For students of low spatial ability, such aesthetic instruction allowed them to perform significantly better on technical tasks. Eleven references are listed. (MER)