This article reviews what we know about integrating film into our foreign language classes and addresses the aspects of film and the media literacy issues that impact deeper understanding of the target language and culture. In addition, I illustrate the interplay of these factors in planning instruction that integrates film in the third and fourth year of university study. Finally, I describe a classroom application: the delivery of the feature film Yerma (Tavora, 1998) via a course management system for an advanced Spanish conversation and composition class and the strategies and techniques employed to promote translingual and transcultural competence.