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The University of Utah offers four graduate courses to prepare teachers to work more effectively with American Indian students. This paper describes the development of a documentary-style, video-mediated distance learning course that, with solicited input from American Indian advisors, synthesized content from the four on-campus courses. The course was conceptualized as a graduate level course to be offered in both preservice and inservice contexts. The "professor plus" model was selected, utilizing stand-alone video modules with printed support materials and an on-site facilitator. Project developers were adamant that the course use a documentary format in which American Indians and other professionals would share their experiences in their own words. Steps in course design included: (1) outlining overall goals, factors influencing course development, and potential problems to provide a common understanding for the project team; (2) identifying knowledge, skills, and attitudes needed by learners to fulfill course goals; (3) arranging course content to meet the scaffolding needs of instruction; and (4) setting realistic expectations about media production costs and time. Elements in video production included the shooting schedule and related problems, conducting interviews in a respectful and culturally appropriate manner, and selecting background footage to support interview content. Postproduction elements included editing and final "finishing" to produce 15 one-hour video modules and development of facilitator and student guides. Contains 18 references. (SV)