This study develops guidelines for the use of television in nonformal education in developing countries. Its recommendations are based on analysis of three cases of television usage: in the formal educational system in El Salvador, community development in village Alaska, and in nonformal education for parenthood in Bogota, Colombia. A selective review of the literature on nonformal education is followed by discussion of three basic but conflicting approaches for the selection of goals, objectives, and methods. A list of dimensions is developed along which educational television varies, including project context and approach, software, and hardware. The three case studies presented represent a progression in time and in philosophical digression from the traditional concept of educational television. A list of tentative guidelines is submitted as a model for the consideration of designers of subsequent television projects for nonformal education. (Author/CMV)