In the field of SLA, several studies have found positive impacts of video viewing on language learning. However, few highlighted the inside perspective or what makes some students more willing to do it than the other. This narrative inquiry investigated EFL students’ language learning experiences through video viewing. It aimed to find out 1) students’ frequency and preferences in video viewing and 2) students’ perspectives of video viewing as an out-of-class learning activity. Three university students were selected through purposive sampling to represent different categories. The data collection techniques were a questionnaire, interview, and participants’ video viewing journals. Thematic analysis of the data generated three main findings. First, there is a possible interplay between proficiency and frequency. Second, students’ preferences are mainly determined by the video duration and topic of interest. Last, participants shared contradictory perceptions of video viewing, but they agreed that video viewing benefits students’ language learning. These findings imply two alternatives for video viewing: 1) inclusion of video viewing as a main part of in-class learning activity, 2) addition of video viewing as a structured out-of-class activity.