The aim of this thesis is to explore the potential of photography as an educational tool, specifically as a teaching tool in Sociology classes, through experimental action research. The first part of this paper outlines the theoretical frameworks of Sociology as a subject and the active role of students in the learning and teaching process. The second part describes and evaluates the action research conducted in January 2024, involving a sample of 46 third-grade students from two classes at IV Gymnasium in Zagreb. The research was carried out over four school hours: two hours in the experimental class and two hours in the control class, focusing on the topic of "Gender Identity Stereotypes." The main difference between the sessions was that the experimental class used photography as a teaching tool, whereas the control class did not. At the end of the second school hour, students from both classes completed an evaluation task with open-ended questions. The research results indicate that there is no significant difference in the responses between students who had photography as a teaching tool and those who did not. However, the main feature is evident in the responses of the experimental class students, who provided examples based on visual stimuli prompted by the photographs. The conducted research highlights the potential of photography as a teaching tool, but it can also serve as a guideline for future studies on this topic.