A brief discussion of three phases in research on instructional films--whether films can teach (approximately 1910-1950), how films teach (1940 through the late 1950s), and who learns from films (1960-1985)--introduces a review of the research literature on the third phase. The experimental studies reviewed focus on three concerns: (1) use of films to teach higher level cognitive skills; (2) effects of film viewing on individual learning; and (3) effects of film viewing on students' self-concepts. The following conclusions were drawn from the literature review: films are effective in teaching students the skills of inquiry learning, discovery, and problem-solving; unstructured films generate more relevant questions and hypotheses in problem-solving activities than structured films; films are particularly effective in teaching observation skills and in training students to attend to important details; high-aptitude students tend to benefit less from visual cues in films than low-aptitude students; films tend to be more effective with field independent students who are left brain dominant, independent, active, and high in personal responsibility; films can have a positive influence on students' self-concepts; and at least one study found sex role stereotyping in films for young children. Implications of these findings for teachers are indicated for each conclusion, and a 34-item reference list is provided. (JB)