Analyzed in this paper are the strengths and limitations of scheduled television, films, and videotapes in foreign language instructional programs developed in a cultural context. Pedagogical assumptions to be used as evaluation criteria are outlined under such headings as optimum learning and teaching requirements, effective teaching materials, suitable equipment, and testing and evaluation. Considerations of the functions that these scheduled educational media can and cannot provide precede a final statement of the conclusions drawn from the foregoing discussion. (AF)