Within the first year of life, infants experience critical brain development (Gilmore et al, 2012). Consequently, the nature of environmental stimuli during this period could significantly influence cognitive development. We are surrounded by technology, so even very young children are being frequently exposed to media (television, video games, DVDs, tablets/iPads, etc.) that increases as children age (Zimmerman et al. 2007). Studies show that excessive media use can lead to attention problems, school difficulties, sleep and eating disorders, and obesity (AAOP, Media and Children, 2015). The purpose of this review was to determine the impact of screen time and/or media use on the language development of children under the age of three. Following database searches and application of inclusion/exclusion criteria, three relevant studies were identified and reviewed. Duch et al (2013) found that children watching more than 2 hours of television a day had increased odds of low communication scores cross-sectionally and longitudinally after controlling for gender and maternal education. In contrast, Linebarger & Walker (2005) curriculum-based educational programs were positively correlated with expressive language production and vocabulary. Finally, Zimmerman et al (2007) found that the impact of screen time on language development varied according to age. Taken together, these results suggest both positive and negative outcomes relative to screen time use and infant/toddler language development; it may be that the specific characteristics of the media are more important to language development than the amount of time spent engaged with technology. Implications for practice, education and future research will be discussed.