The use of illustrations in the Chinese learning textbooks are more frequent than before; however, when it comes to textbook study, researches are usually focusing on grammar, vocabularies, and curriculum, only little attention is paid to the illustrations. Traditionally, illustrations are just seen as decoration in Chinese learning textbooks, sometimes even needn’t been existed. Now with the rise of visual hegemony, texts are usually illustrated than appearing along in new published materials. Therefore, the main purpose of this research is to know how teachers and students feel about textbook illustrations. Whether the existences of them improve learning motivation, influence the affective filters and learning effectiveness or not. Moreover, the research findings contain two lists of key points to the illustration design and applications through the comparison and analysis of existing materials.