Two aspects of the role of television programming in classroom instruction--extent of use and instructional functions for use--are discussed with particular attention to the factors that influence these roles and changes that might occur in the future in the Province of Ontario. The evidence presented indicates that television is presently playing an important role in Ontario classrooms where the availability of educational television equipment and curriculum relevant programming, as well as the level of acceptance within the educational community, contributes to a favorable climate for utilization. Favorable attitudes, or acceptance, seem to be related to being informed about the use of television, while its functional role in the classroom is determined by the design of the program. A significant proportion of the instructional television programs available to teachers in Ontario provide a total system consisting of teacher guides, student guides, records, tapes, song books, coloring books, posters, and activity books. This system is made available as an integral unit, and becomes a curriculum determining, rather than a curriculum supporting resource. (JEG)