Louise Rosenblatt's reader response theory can be applied effectively to film study in the classroom. Although there are differences between film and literature, the processes that one uses to make sense of literature and film are similar, and Rosenblatt's theory provides not only a valuable addition to film theory, but teachers of film study will also find it a useful approach within the classroom. Other approaches, although valid and useful, do not focus much attention on the importance of the viewer experience. They neglect the viewer's contribution, especially what happens cognitively when a viewer encounters a film and how the viewer uses the viewing experience to make meaning. Still, a combination of approaches, rather than a reliance on one approach, will be more useful. Several teaching methods can be used with the viewer response theory, such as using journals, class viewing of films/videos, immediate response papers, lengthy response papers, small group study, and conferences. The viewer response approach can result in richer, more meaningful film viewing experiences for both teachers and students and provide the basis for further, more involved film study. (Forty-two references are appended.) (MS)