The purpose of this study was to determine if graduate students enrolled in an Education Leadership program perceived the use of Instructor Made Videos (IMVs) with quizzes as a useful tool to increase student-to-instructor and student-to content engagement in asynchronous online courses. Additionally, this study sought to determine how graduate students describe their experience in an online course that included IMVs and quizzes. A convergent (one-phase) mixed-method design was employed in which both quantitative and qualitative data were collected simultaneously using a survey embedded in the Learning Management System that included both Likert style and open-ended items. Quantitative and qualitative data were analyzed simultaneously and the results were compared to determine similarities and differences between the two data sets. The quantitative and qualitative results indicated that students perceived IMVs to be an effective strategy to increase student-to-content and to a lesser degree student-to-instructor engagement. Results also revealed that participants perceived quizzes as a positive addition to IMVs that held all students accountable for viewing the complete video. Given the increase in the numbers of graduate courses offered online, this study provides evidence that using Instructor Made Videos with quizzes is an effective strategy to enhance student engagement and student learning.