This article evaluates the learning outcomes of a month-long cities in film course offered during an intensive, four-week semester at a liberal arts college in the United States. The course was divided into four shorter units that explored specific cities and subregions in detail through multiple, and often conflicting, perspectives. It begins with an overview of the scholarly perspectives on the use of film within geography. Based on evidence from 142 student reaction papers, the course's actual learning outcomes against its purported learning outcomes was evaluated. This analysis offers critical and empirical best practices for future geographic instruction through film.