YouTube, the video sharing website that allows viewers to upload video content ranging from cute dog tricks to rare rock videos, also supports a lively community devoted to the performance of Shakespeare and Shakespearean adaptations. YouTube is also a popular site for student producers of Shakespeare performances, parodies, and other artistic efforts, in most cases to fulfill a class assignment. While teachers have been alert to the potential of online Shakespeare for classroom instruction and lesson plans and have encouraged students to publish their Shakespeare productions on YouTube, the author finds teachers have yet to make YouTube Shakespeare videos an explicit subject of classroom analysis. In this article, the author suggests that teachers can and should use YouTube videos in the classroom both to analyze primary Shakespearean texts--much as teachers currently use DVDs of commercial Shakespeare films for this purpose--and to generate topics for creating and standards for evaluating students' productions. In this way, YouTube videos can become a locus for honing students' skills in critical reading and writing (both terms being broadly construed). (Contains 3 notes.)