In the classroom, teachers have long used videos as an addendum to the instruction they provide. Still, using video is often seen in a negative light and is used sparingly. This column calls upon research from a variety of fields that supports the use of video to enhance literacy instruction in classrooms. Relying on both theory and practice, the authors highlight several promising areas of research that utilize video as a teaching tool to develop comprehension and vocabulary proficiency in tandem with print-based literacy practices. The authors make practical recommendations for teachers looking to incorporate video into the literacy instruction they provide to students in the classroom.