Background: Hematopoietic stem cell transplantation (HCT) is a complex process in which patient education is increasingly recognized as a critical element to enhance patient preparedness and survivorship. Diet-related education to prevent infectious complications is an essential part of HCT care. Current teaching methods include one-on-one clinician/patient discussion supported with printed materials. Video based teaching may strengthen the learning process of patients and their caregivers. The audio and interactive components may be particularly useful in older patients as sensory ability declines with age. Methods: Focus group methodology was utilized. Four groups of patients, nurses, physicians, pharmacists and dietitians were asked semi-structured questions to allow for collection of systematic data. Multiple rounds of content analysis were used to eliminate duplicates and identify common themes. An interactive video based on items identified and institutional protocols was developed. After refinement of both content and usability, the video was presented to 10 patients and their caregivers admitted to the hospital for HCT. They were instructed on its use and given unlimited time to view it. A survey was conducted by a member of the HCT team to collect feedback regarding length and content of the program. Results: All patients felt the program was a helpful supplement to the written materials. They also felt that the content was consistent and the program was easy to use. Two patients said the video was long, though commented positively on how comprehensive it was. One patient preferred printed materials to have during food preparation. All patients requested that the video be available to view after discharge. Conclusions: Feedback from a multidisciplinary team was instrumental in the development of an interactive tool reviewing post-HCT nutrition guidelines. Feedback from an initial cohort of patients has been positive in regards to usability and knowledge gained. This video will enhance patient and caregiver education and allow them the ability to take an active role in their HCT care. Next steps include a more formal evaluation of clinical outcomes related to this method of learning.