Podagogy, a fusion of podcasting and pedagogy, is evidence-based educational podcasting for teaching and learning. The purpose of our article was to compile a playbook of evidence-based strategies, the plays, for integrating podcasting into PreK-12 classrooms with English language learners (ELLs). Data for developing the playbook were drawn from the following sources: (a) a systematic review of empirical studies on podcasting in PreK-12, and (b) a survey administered to educators attending a podcasting workshop at a national conference for ELL educators. The systematic review, based on the Matrix Method, was conducted searching 7 electronic databases and reference lists. Thirteen studies (N = 13) met the eligibility criteria. Abstracted studies were evaluated using the Methodological Quality Questionnaire (MQQ), a 5-criteria matrix; and a methodological quality score was assigned (maximum score = 15). Studies' average MQQ score was 10.46 points (SD = 3.23), with a median of 10 points. Survey findings from educator respondents (n = 7) indicated the following: generally, these educators used ESL websites for differentiating instruction to ELLs; their preferred future professional development topics were interactive white boards, digital storytelling, and podcasting; and barriers to integrating educational technology included equipment (i.e., more computers) and technology support issues. The resulting playbook consisted of 11 plays, organized into 4 target goals: language development, content knowledge, communication, and performance. Our systematic literature review encapsulates the current state of the podcasting PreK-12 literature and appears to be the first study to organize findings into a typology of evidence-based podcasting strategies. (Contains 2 figures, 2 tables, and 2 footnotes.)