This study examines vodcasting as an effective instructional activity that can transform students' negative feelings about reading and book reports into more positive experiences. The study employed a qualitative research paradigm and single-case study research design to investigate the impact of using vodcasting in a middle grades language arts classroom. Selecting a qualitative case study research design allowed for research to occur within a real-life context and provided a means to deeply understand the situation through the research participants' experiences and perspectives. The overarching trend of this study suggests that vodcasting is an effective strategy for differentiating instruction in the middle grades classroom.