Educators have integrated instructor-produced audio files in a variety of settings and environments for purposes such as content presentation, lecture reviews, student feedback, and so forth. Few instructors, however, require students to produce audio files and share them with peers. The purpose of this study was to obtain empirical data on graduate students' perceptions of the integration of student-generated audio files within the context of online, asynchronous course delivery and to gain an understanding of how this approach impacted their perceived satisfaction, engagement, connectedness, learning, and utilization. Results indicate students were satisfied with this instructional approach. The integration of student-generated audio files fostered their engagement and involvement, assisted them in effectively connecting and communicating with peers, and increased their learning. Some drawbacks to this approach are detailed.