We used the eye-tracking method to observe students’ strategies when they read a text from a physics textbook supplemented by both pictures and questions. In this paper we focused on students’ interaction with pictures that can contain different amounts of information; information ranging from purely decorative pictures (no information) to being important for understanding the text (according to Pozzer and Roth, Journal of Research in Science Teaching, 40(10), 1089–1114, 2003). Thirty-three high school students participated in the study. We observed different attention allocation to pictures in different categories and our results are in agreement with our expectation: students spent less time on the more decorative pictures, and almost half of them did not even visit the most decorative picture at all. Based on non-parametric Kruskal-Wallis test, there is difference in the total time spent on the pictures. Finally, we conclude with some implications for science education.