Scholarly opinion on the usefulness of podcasting in higher education has been mixed. Considering the variety of methods of teaching and learning, the existing scholarship on the subject in any particular one has been inadequate to measure podcasting's promise. This case study of a podcast-infused, fully-online Western Civilization survey course supports the theory that student learning can be enhanced through abridgement and recording of online lectures hitherto offered in textual form only. A comparison of student learning outcome achievement in two such sections, with three non-podcast-infused control sections, suggests that the delivery of lectures as podcast episodes improves student success rates for those students not lost to attrition. This article also explores and documents the affordability of podcasting in education, the process of episode creation and delivery, and, beyond the format of the lecture, the value for higher education of audio-enhanced learning generally. [For the full proceedings, see ED626585.]