The purpose of this study was to investigate the effects of various translation methods used in imported instructional video programs on Taiwan elementary school students' visual and verbal memory. Following pretesting, 128 fourth grade students from an urban public elementary school in northern Taiwan participated. The students in 4 experimental and 1 control group, watched a 20-minute video program on the reproduction and birth behaviors of animals which was translated in one of the following ways: (1) Chinese narration, with no subtitles; (2) English narration, with complete Chinese subtitles; (3) Chinese narration, with complete Chinese subtitles; (4) Chinese narration, with key-words subtitled in Chinese; and (5) English narration, with no subtitles. The students were immediately given a posttest, and retested two weeks later. The 51-item test measured their visual and verbal memory through a color photo recall and an achievement-like exam. Experimental groups significantly outperformed the control group on the visual memory subtests, in both immediate and delayed posttests. In terms of verbal memory, the Chinese-narration-no-subtitle group significantly outperformed the Chinese-narration-key-words-subtitle group and the control group in the immediate posttest; in the delayed posttest, there was no significant difference among the five groups. In total score, Chinese-narration-no-subtitle group significantly outperformed the control groups, both in immediate and delayed posttesting. Based on these results, it is suggested that Chinese narration be added to imported instructional video programs in order to facilitate young students' memory, and parents, teachers, and distributors keep this in mind when purchasing such videos. (MAS)