This paper analyzes the use of instructional podcasts with students in introductory computer application classes at a small, independent, private university. Participants were all undergraduates in the school of education. In an effort to model effective use of instructional technology for preservice teachers and to "meet digital native students where they live," the course instructor created podcasts to augment class instruction and create a 21st century learning environment. Focus groups were conducted to capture students' perceptions of these supplemental podcasts. Surprisingly, the majority of these digital native participants reported that instructional podcasts were not beneficial to them because of their lack of time, lack of familiarity with the technology, resistance to using instructional technologies, preference for face-to-face instruction and reluctance to make the time commitment.