Many students struggle with decoding and implementing feedback given to them on writing assignments. Researchers and instructors have used various technologies and strategies to improve students' uptake of feedback given on written assignments, one of which is a form of video feedback called screencasting. Research has been conducted on students' perspectives of screencasting feedback at the university level but has been more limited at the secondary level. The purpose of this qualitative single-case study was to explore screencast feedback as a strategy to support secondary students in their effort to improve their writing. The feedback triangle by Yang and Carless was used as the conceptual framework. Data from the interviews of secondary teachers grades 7-12 and postinterview reflection were analyzed using thematic analysis. The key finding was that secondary teachers' use of screencast feedback depended on different modes and access to technology, and included challenges with resources, time, and readiness. Participants targeted elements of writing and interpersonal exchanges to improve feedback uptake along with critical feedback practices such as being careful, being brief, signposting, and showing examples. They utilized cognitive, structural, and social affective motivations to simplify learning, save time, and enhance psychological safety. The results of this study may contribute to positive social change by providing stakeholders insight into the importance of purposefully using screencast for feedback to positively influence students' overall understanding and to improve teacher-student interpersonal relationships. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]