ABSTRACT Researchers and practitioners in the field alike cite the importance of in put from native speech in the language acquisition process. Whether one believes in a theoretical perspective emphasizing the value of input (Krashen 1981; 1982) or the dynamic interaction relation between input and output (Bialystok, 1978), there is little doubt that providing students with sufficiently interesting input material (readings, videos, etc.) in the target language can, if used properly, enhance student interest and subsequent language learning. An example of a multimedia program developed at Penn State using a videodisk selection (Teledouzaine, Francis Cabrel's “Encore et Encore,” PICS 1985) illustrates the use of authentic materials with potential for adaptations for various levels, tasks, and media. This particular software project fits in well with the newly designed technology classrooms and the French curriculum of a large IBM-funded multimedia undergraduate language program at Penn State, the Language 3 Initiative and can be used as a model for similar developments in the other languages involved in the Initiative and elsewhere.