Arguing that the use of video in science instruction is an effective way to infuse both action and emotion into the educational setting, this paper chronicles faculty efforts at Brevard Community College (BCC), in Cocoa, Florida, to develop videos for science instruction and provides recommendations for producing similar videos. Following a discussion of possible uses of video in science instruction, a discussion is provided of two BCC science instructors' attendance at a 3-day course demonstrating the use of microcomputer graphics as video overlays. Videos subsequently produced by BCC faculty are then described, including two short tutorials detailing aspects of lab experiments to be performed by students in a physics course and an astronomy telecourse lesson using footage from Voyager 2 spacecraft transmissions of Neptune. Finally, the following suggestions are provided for producing videotapes for instruction: (1) once educational objectives have been determined, scripts should be written in everyday language; (2) storyboards may then be prepared to relate the script to footage through the use of sketches; (3) whatever tape format is utilized, a quality camcorder and steady tripod must be acquired, while high intensity clamp-on lights and a good microphone may also be helpful; (4) after footage is shot, a videotape editing system should be used which allows electronic control of the source deck and record deck to produce an edit; and (5) aside from equipment, the most important ingredients for successful videotape production are clearly defined goals and meticulous planning. (PAA)