In this study, we aimed to explore seven reasons (accessibility, flexibility, engagement, motivation, authentic videos, self-selected pace, assessment) and to take a look at five primary criteria (attractiveness, clarity, video characteristics, content, reaction), that teachers consider while choosing particular language-learning videos (LLVs) on YouTube, for using them in a teaching context. We applied the qualitative data collection method (literature review) in line with the research objectives. It allowed us to consolidate knowledge presented in published works about using YouTube as a video-sharing site and a Web 2.0 feature in language education. Using the quantitative data collection method (an online survey) in the study of YouTube in language education in non-linguistic universities makes it possible to know students’ views. Data collection, held within the research in Slovakia, was via a questionnaire with the participation of 1st-year—and 2nd-year bachelor students. Learners either agreed or disagreed (on a Likert scale from 1 to 5) with statements concerning using YouTube videos in a university-based language studies course, EFL. The survey statements include information on YouTube’s relevance and effectiveness in language acquisition. The survey explored opinions about YouTube covering sub-themes—accessibility, curriculum-based testing resources, and real-life language situations in video formats. Conclusion: YouTube is an educational resource for non-linguistic universities for the Bachelor’s degree; its video content provides linguistic and cultural learning opportunities and is helpful for second-language learning.