To investigate differences in achievement in foreign language listening comprehension, 61 students in a Foreign Language in an Elementary School (FLES) program were studied during instruction using video clips from authentic Chinese TV broadcasts in two advance organizer conditions. The first type of advance organizer consisted of written words and sentences in Chinese, which summarized major scenes in the video the students were to watch. The second advance organizer involved the same written words and sentences as the first, with accompanying pictures taken from the video itself. Statistical significance of the listening comprehension scores from the exercises could not be established. However, the exercises seemed to be helpful, particularly for younger and less language-proficient students. Interview results indicated that students perceived the pictures as more helpful than text alone.