This is a study of how and why secondary and postsecondary educators use professionally produced narrative nonfiction podcasts in class activities and assignments. Survey and interview data indicated that educators use such podcasts in the following ways: as prompts for student responses, as exemplars of how to compose texts or engage in processes, as vehicles for conveying disciplinary content knowledge, as primary texts for literary analysis, and as materials for practicing listening literacy skills. Additionally, educators indicated that they use these podcasts for the following reasons: to affectively engage students in course material; to build a bridge from the classroom to "real life"; to present counterpoints and add diverse views to traditional course materials; to expose students to podcasts that might enrich their lives outside of the classroom; and for pragmatic accessibility. Using narrative nonfiction podcasts in these ways supports a Multiliteracies pedagogy of situated practice, overt instruction, critical framing, and transformed practice.