In attempting to assess the current state of instructional television, this paper concerns itself first with the various distribution systems and pieces of machinery available to educators and in use across the country. It deplores the inflexibility of the American educational structure which has not yet committed itself to the full exploitation of the possibilities of instructional television. The organizational and administrative structures prevalent in education are commented upon, and their inherent ability to assimilate television into the system is demonstrated. Several case studies chosen by the National Association of Educational Broadcasters are presented as examples of instructional uses of radio and television. (JY)