This paper examines how the use of video has inspired and altered the implementation of teaching and learning in the delivery of a master's program offered in a distance learning format. In the process of this examination, technical issues concerning video production techniques, distribution, and utilization are also analyzed. The paper focuses on the Educational Technology Leadership master's program at George Washington University (District of Columbia), which has been delivered entirely at a distance since 1989. Throughout the history of the program, the role of educational video has changed progressively; this analysis was performed to examine whether technology used to deliver distance education affects the conceptual development of instruction for academic programs. For comparison purposes, characteristics of each of the four historical phases are discussed in the following areas: (1) "Students, Organization and Technology" summarizes the general state of the program; (2) "Video Concept" describes the basic ideas guiding the use of video and its intended effects; (3) "Production Techniques" addresses the approaches taken to create video products consistent with the video concept and the general program parameters; and (4) "Outcomes" reports the effects that specific approaches to video use had on students. (Author/DLS)