This study explored faculty concerns in using screencasting to give feedback, why they choose to adopt it, and what training and support would benefit them in the adoption of such a method. This is a single embedded case study using a stages of concern questionnaire, semistructured and open-ended interviews, as well as media comment reviews as data collection methods. A total of 21 professors from a private university located in the southwest who have been exposed to screencasting for feedback through software ownership, training, or coaching participated in this study. After the completion of this questionnaire, 16 participants were interviewed in depth, and five of them provided examples of their media feedback. A finding was that screencasting holds promise to give feedback in a residential university setting as it could enrich the cognitive and affective content of feedback. Faculty members were concerned mostly with the personal aspects of using screencasting feedback, such as time demand. Another finding was that professors make sophisticated choices when deciding modalities to give feedback; such choices depend on class size, the nature of content, the rules they use, and the division of labor. Recommendations include greater use by faculty and improved training by faculty developers to assist faculty in using screencasting to give feedback.