There is much in the literature about the perks and pitfalls of introducing lecture capture technology (LCT) into the classroom, with recommendations and guidelines as well as mixed reports outlining the ensuing expected and unexpected, in terms of positive and negative outcomes. With the goal of providing another student study resource, LCT was introduced into five large anatomy, physiology, and pathophysiology courses at the University of British Columbia Okanagan. Some literature guidelines were followed, including: i) introduce LCT into content-heavy, lecture-based courses, ii) make LCT easy to use for students, iii) make recordings annotated and interesting, and iv) provide enough in-class activity to prevent drops in attendance. Other guidelines were not followed, for example: i) keep videos novel, short, and focussed on problem areas; ii) conduct mid- or postvideo tests; and iii) provide to first-years but not upper-years. This paper details LCT's merits and drawbacks for very different cohorts across three years of an undergraduate program.