The potential use of interactive videodiscs for teaching foreign languages, and factors to be considered in evaluating such programs, are discussed. Two types of existing programs, developed and used at Brigham Young University, are described: adaptations of existing video material, such as the classic Mexican film "Macario," and free branching simulations of real life situations, such as the videodisc "Montevidisco." Evaluation of videodisc programs must consider three kinds of empirical activities: (1) development, content and presentation of the videodisc itself (formative evaluation); (2) learning outcomes produced (summative evaluation); and (3) interaction of the technology with student control of the learning. Furthermore, evaluation of student learning from the videodisc programs must consider both system-generated data (e.g. length of session, choices made by student, responses to questions, etc.) and non-system generated data (contextual variables, students' self-reports, and students' ability). Although there is little evaluative data on videodisc instruction, data from two studies are presented: outcomes of the college-level "Macario" program, and high school Spanish. In both studies, the students using the videodisc instruction did significantly better on posttests of content and listening comprehension than students in traditional programs. Finally, questions and issues to be considered in future evaluations of videodisc instruction are discussed. (JGL)