The development of interactive video materials for developing listening comprehension in beginning learners of Hebrew as a second language is described. Initially, videotapes presenting stories in the form of interviews set in Israel were designed and produced according to current instructional design theory. These were viewed by the prospective audience, university students in the United States. After seeing the tapes, the students studied their notes for a few minutes and were asked to write as much as they could remember of the tapes, in English, with the assistance of brief intermittent exposure to some of the tapes' visuals. A week later the same process was repeated, and the students were interviewed and quizzed. Statistical analysis of these results and the students' overall grade point averages revealed the most effective and needed program components, which were then built into an interactive program to accompany the tapes. Results of the use of the interactive program were obtained and compared to the previous results. The interactive treatments seemed to facilitate recall of both story and details for the learners who acquired the necessary Hebrew vocabulary; they seemed to facilitate success for students with moderate grade point averages as long as they had a fair amount of Hebrew vocabulary. Six pages of references are appended. (MSE)