This paper provides guidelines for using video presentations in teacher education programs in special education. The simplest use of video is to provide students with illustrations of basic concepts, demonstrations of specific skills, or examples of model programs and practices. Video can also deliver contextually rich case studies to stimulate student discussion of issues and application of knowledge and skills. Information about commercially available videotapes relevant to education can be obtained from publications catalogs, information clearinghouses, and advertisements in professional newsletters and journals. Written permission from the publisher should be obtained if a videotape is used in a distance education program or if video materials are transferred to a different format. Because most videotapes depict models from urban and suburban schools, there is a need to develop videotapes that depict successful rural models, methods, and materials. A critical step in creating original video production is securing permission from agencies or individuals to be videotaped in the home, classroom, or community setting. Other important steps in creating original materials include preparing a script or outline to guide videotaping sessions, insuring that all needed equipment and materials are available, and checking that all desired footage is obtained during taping. Many colleges, universities, and state education agencies have their own video production facilities or have access to local companies or free-lance producers. If funds allow, the assistance of trained and experienced personnel can ensure a satisfying final product. In addition, effective video materials for instructional use can be easily created through computer technology. Includes resources for commercial video purchases and for video production. Contains 21 references. (LP)