In recent years, multimedia technology has progressed enormously;witha variety of words, pictures, voices and animated-media, using films as a teaching tool has gradually become a trend, and the teaching strategy has been proved to be able to enhance students’learning performances. A lot of literature has discussed the influence ofsubtitles onlanguage learning, and demonstrated that subtitles have notably improved language listening comprehension, learning motivation, learning focus and learning achievement, but little literature has discussed how subtitles affectprofessional course learning. The purpose of this studyisto investigate howfilms with or without subtitles influencestudents’professional course learning.In thisstudy, weexperimentedwith four kinds of films---graphic-oriented (animated teaching materials), graphic-oriented (staticteaching materials), text-oriented (single concept) and text-oriented (multiple concepts). The experiment result has shownthat in graphic-oriented films(animated teaching materials), the oneswithout subtitles are much more helpful to studentsthan the oneswith subtitles; in the text-oriented films(multiple concepts), the oneswith subtitles are much more helpful to studentsthan the oneswithout subtitles; students with a highlevel of knowledge do not need subtitles in graphic-oriented films, but need them in text-oriented ones; the students’feedback questionnaires have revealedthat they like films with subtitles for novelty effects.