Vocabulary learning constitutes an essential component of language learning and teaching. The type of input students receive is one of the factors that affect the pace and range of this learning. In the incidental vocabulary learning process, learners have been shown to benefit from exposure to a variety of input types to varying degrees. In this study, we examine the effects of three different input modes on learners' incidental vocabulary acquisition in a classroom setting. One hundred 5th-grade students in a state school in Turkey were assigned to one of the three experimental groups (reading, viewing, and viewing with the transcript) or a no-treatment control group. Learner gains were measured using a pretest, posttest, and delayed posttest design. Based on the results of the study, reading and viewing the transcript produced the same level of incidental vocabulary learning, while viewing alone did not yield significant results.