This study reports the findings of qualitative and quantitative research designed to assess the impactof different types of instructional practices involving media literacy education across the curriculum.Teachers in a small school district participated in a staff development program in media literacy anddeveloped unique approaches for integrating media literacy concepts into language arts, history, mathand science at the ninth grade level. The work of four different teams of ninth grade teachers isdescribed by examining the instructional practices, motivations and philosophy behind teachers'application of media literacy concepts into the curriculum. In addition, students exposed to thesedifferentforms of media literacy education were tested on specific media analysis skills, including theability to identify main ideas, the message's purpose, point of view, and various structural featuresof a news broadcast. Students who received a balance of media analysis and media productionexperiences, who used film and video frequently in the classroom and who did not rely exclusively onoff-the-shelf prepared media literacy curriculum performed better in measures of media analysis whichinvolved the deconstruction of a segment of television news programming. Results also showed thatclassrooms which engaged in more extensive and comprehensive approaches to integrating medialiteracy skills into existing curriculum had students with higher levels of information processing skillsincluding recall and comprehension of ideas presented in a video