This paper talks about the role of media content in the process of language learning, i.e., language acquisition. Language is the basic means of communication between people. Its main role is communication, but language also gives many other possibilities to the child. Early childhood is considered a very favorable period for language development. At that age, the foundations for the whole life are created. Scientists have explained the process of language learning/acquisition with different theories, and some of them are behaviorist, cognitivist and nativist, which are briefly explained in the paper. For a child to master a language, he must acquire or learn the language activities of listening, speaking, reading, and writing. Language is influenced by various factors, and one of them is the media or media content. The media are used to transmit information and communicate and are part of the child's environment from the earliest age. It is impossible to avoid the media in today's world, but it is important to become media literate to understand media content. Media literacy helps children understand media content. This is important because in addition to positive influences, it is known that the media can also have a negative influence on children. The aim of this paper is to examine the role of media content in the learning process, i.e., language acquisition according to the opinions of preschool teachers. The goal is also to find out what media content is used in educational work with children, what is their influence on language learning and learning in general. Three hypotheses were put forward and verified by the research. The first hypothesis that media content has a positive effect on the process of language learning/acquisition is confirmed, but the hypotheses that preschool teachers with a higher education and who are younger are more inclined to use media content in their work with children and that the conditions for using media content are better in city kindergartens are rejected.