Online technology and streaming video have the potential to generate tremendous interest and motivation in ESL/EFL students. Unfortunately, as the basis for a task-based language teaching (TBLT) program, such technology often places students in a passive position and limits inter-student communication. This paper describes a successful TBLT course at Tokyo's Meiji University, and explores some of the methodology for exploiting the motivational potential of streaming video sites, while ensuring that students use the target language both productively and receptively.