The underlying theory of the Teacher Corps Rural-Migrant programs in visual literacy is developed in this paper. The primary objective of teaching communication skills to non-native speakers of English through the use of motion picture cameras is detailed in discussion of how visual literacy motivates students and improves curriculum development. The types of activities incorporated into an educational experiment at the Yettem School indicate the interrelatedness between the traditional communication skills and the more innovative approach to the development of those skills through film. Elements of the program described include: (1) visual vistas--single framing, (2) multiple-frame experiences, (3) slide presentations, (4) motion pictures, (5) visual-verbal textbooks, (6) field trips, and (7) selecting a subject. (RL)