This thesis deals with the effectiveness of different forms of presentation in optics. Various recent studies convincingly demonstrate that students do not perceive and understand images as intended by the authors. However, different forms of presentation are fundamental in physics lessons, because describing most of the topics, such as light propagation and shadow formation, solely verbally is impossible. Based on recent findings from teaching and learning research for a learning supportive image design, a textbook analysis of the five most distributed Austrian physics textbooks for the 8th grade was carried out due to this problem. From this analysis, images from the context of light propagation and shadow formation, which are likely to cause problems in the perception and interpretation of physical issues, have been chosen and investigated in guideline-based interviews. Those interviews were done in fall 2016 with 12 female and male students who were attending the 8th grade at the WIKU BRG Graz and had no prior education in optics. Using the think-aloud-method, the students were told to describe the chosen images and answer questions if necessary. The results of the student interviews indicate, that the images caused several uncertainties and misunderstandings, for example, light does not propagate rectilinear, the moon emits light or that the moon orbits earth above north and south pole. However, it is not possible to draw general conclusions, since it has to be noted that the sample size of the examined images was too small and only limited to a specific field of a bigger topic. Furthermore, the analyzing tool for textbook images concentrates exclusively on the presentation of the content and neglects content itself.