This quantitative study investigated the impact of video format of instructional videos on information retention and perceptions of 146 preservice teachers at a small, state system school located in Western Pennsylvania. Using a pretest-posttest design, three different video formats were randomly presented to participants using an online survey. Information retention was measured by a change in score (+/-) from the pretest to the post test and there was not a statistically significant difference between video format watched and information retention and learning improved by 70% across all three video formats. This suggests video format does not impact cognitive load and videos do help with student learning. Additionally, this study examined the interactive effects of video format, willingness to use and perceived effectiveness of instructional videos. While not statistically significant, the study findings do suggest the participants are willing to use instructional video and do find them effective. Video format did not seem to play a role in these perceptions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]