This paper discusses the mechanics of how and why to use videos to teach English-as-a-Second/Foreign Language (ESL/EFL). It is divided into three sections: a review of current theory on the use of video as an educational medium of instruction, using video in the ESL/EFL classroom, and key considerations for using video in the classroom with non-native speakers. Because academic listening tasks are often tested rather than taught, video offers foreign and second language learners a chance to improve their ability to understand comprehensible input. Videos allow teachers to ask both display and referential questions. Video tasks used in the EFL/ESL classroom can include but are not limited to creating advanced organizers and other visual representations and descriptors. Video tasks should be multi-layered in order to exploit all information and elements contained in the aural and visual texts. Additionally, it is essential that video tasks and lessons be perceived by the language learner as challenging and requiring effort. Students should not be able to answer questions based solely on what they see instead of what they hear. Otherwise it is possible that teachers are measuring their visual literacy and not their ability to comprehend aural input. Video can also be used in the computer lab as part of highly interactive software. Sixteen references are included. (KFT)