Children born today are born into an ever-changing maze of technology. It seems like everywhere we turn there is an ad to like something on Facebook or follow someone on Twitter. I have a Facebook account, my parents have Facebook accounts, and even my eighty-five year old grandmother has a Facebook account. My friend’s sister is twelve and she had a Smartphone before I did. I see children in restaurants playing games on their Ipads. I remember, listening to my grandfather’s stories about the old days, along with his legendary expeditions to school in the snow, heat, and rain; he talked about only having five channels and bunny ears on his television. Today I feel almost the same way, at least about my television, I remember when I made it to channel seventy-one and all I was watching was white pixels spasm on the screen. Today there are television packages with thousands of channels. Children are being exposed to all different types of media at younger and younger ages. We are to the point in our society where many people depend on media not only to teach themselves how to raise their child, but also to teach their infants colors, shapes, words, and much more. There is an age old debate on the effects of media, such as baby Einstein or baby Beethoven, on infants and toddlers. Some say media is bad, some say it is good, some say it depends. Are these child development videos and programs effective in teaching infants, or are they just lining the pockets of businessmen? My hypothesis, and the goal of this paper, is to decipher whether or not media will lead to a hindrance of an infant’s development and a delay in cognitive ability. There are multiple studies that suggest that media can lead to problems in child development. One argument is that media exposure for infants is not entirely bad and that its effects are more dependent on the subject matter of the media. Tomopoulos, et al. (2010) says, “Overall exposure and exposure