Engaging higher education students in a unique classroom learning experience has become the objective of many syllabi. Millennials were raised using television for learning and now use multiple screens to engage in television programming. This research looks at using screen narratives (television programming) as the focus of a higher education course to immerse students in an environment where they can learn. While researchers have argued for the use of popular television programming or screen narratives in the classroom, very little research has been done on how such a course should be constructed. This dissertation includes a textual analysis of the relevant, current literature as well as syllabi found for the dozens of documented classes being offered by higher education institutes around the country. This analysis consolidates the findings of the literature review and syllabi from courses being offered, into what the author proposes to call screen narrative ethnography (SNE) for effective instruction of undergraduate students. This research employs Gerbner's cultivation theory because the theory is based on the notion that television programming can influence people who use the programming to acquire knowledge and learn social behaviors. This is very true of undergraduate students, for whom television programming is a primary source of information and entertainment, albeit through viewing various screens. Narrative transportation theory notes that those who are "transported" by a media, such as a television program, will be changed by the experience. This immersion engages students in a form of ethnography ideally resulting in a unique learning experience. This research (N = 274) shows presence of narrative transportation through the use of television programming in the classroom. This research features an experiment utilizing pre- and post-surveys, as well as a classroom component to identify the effectiveness of classroom discussion in a class using screen narrative ethnography. Key findings from this research include establishing and defining screen narrative ethnography (SNE); the relation of TV viewing hours with likelihood of taking such a class; and results pointing to the GPA of students not being related to their performance in the experiment class. Other findings from this research that are notable include the importance of instructor-led discussions, the value of repeating material by multiple sources and results showing students learn using SNE. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]