Edward Berger describes a pilot project implemented in an undergraduate engineering mechanics course, entitled Strength of Materials to investigate whether and how students would perceive a benefit from podcasting as a pedagogical tool. Three types of podcasting content were produced: (a) video problem solutions, (b) roundtable discussions, and (c) exam reviews. Student attitudes were assessed through two surveys, one administered before the podcasts were made available and one at the end of the semester. Students strongly favored the podcasting content, especially the video problem solutions, and supported expansion of the use of podcasting as an educational tool. In addition, the data suggested that weaker students perceived more benefit from podcasts than stronger students, an outcome that may not be surprising but is nonetheless significant. While this study was limited in its scope, the results indicate that students strongly supported podcasting and encouraged its use for course instruction. In turn, Berger argues that the success of this pilot project has broader implications about best practices for podcasting in engineering education and suggests the need for further studies to unlock the full potential of podcasting as a pedagogical tool. (Contains 1 figure, 3 tables and 7 exhibits.)