Still photography can help portray educational programs for description and evaluation. There may, however, be problems with this method. Photographic images idealize the subjects; the framing is arbitrary, lends importance and veracity at the same time it levels an event to a very thin slice of reality. The evaluator-photographer may have conflicting purposes--art and observational evidence, Still photographs will capture multiple realities. Photographs provide such powerful evidence that efforts to get accurate representations of reality without sacrificing relevance or observational quality raise problems about negotiating the truth, and simultaneously protecting human subjects. To allay those problems, evaluators may rely on various ethical guidelines: (1) taking many photographs across time activities and settings; (2) photographing conventional and unconventional events in proper proportion; (3) triangulating the photographs as they would any other form of data; and (4) negotiating the photographs with rich feedback from participants. (Author/GDC)