The purpose of this study was to examine the effect of text and picture on the conceptual learning and transfer learning on achievement. From the cognitive load theory perspective, the contiguity principle has been proposed to facilitate learning with text and picture. However, there are considerable numbers of studies arguing that picture may not be helpful for learners. This research also tested how the text and picture impacts on cognitive loads during learning and evaluation. The participants in this study were 99 elementary students, and the experiment was conducted with a lesson plan to learn how a mosquito transfers disease through blood circulation. This topic is based on a procedural understanding of the series of process. In this study, four different conditions were compared: 1) contiguity and integrated picture, 2) non-contiguity and integrated picture, 3) non-contiguity and separated picture, and 4) text only condition. The results revealed that there was no significant difference on conceptual learning except for comparing non-contiguity and integrated picture vs. contiguity and integrated picture. However, all of the comparisons showed significant differences in transfer learning. For the cognitive load in learning and evaluation, all of the comparisons showed significant differences. However, unlikely for the contiguity principle, the picture showed adverse effects on cognitive load for both of learning and evaluation phases. This study revealed that using a picture with text may decrease instructional efficiency.