Content Acquisition Podcasts (CAPs) have been shown to positively impact preservice teachers' knowledge in critical content areas compared to traditional modes of content delivery (e.g., a lecture). However, survey research has shown that both faculty and students at the university level prefer that technology enhance rather than replace in-person learning. Given that questions remain regarding the effectiveness of blending technology with professor-facilitated learning experiences, this study explored the impact of blending CAPs with face-to-face instruction in two different ways versus acquiring content through the technology alone. Using a quasi-experimental, pretest-posttest-maintenance design, 99 participants were assigned to one of three learning conditions: a CAP plus professor-facilitated discussion, a CAP plus professor-facilitated application activity, and a CAP alone. Participants in both professor-facilitated conditions significantly outperformed peers in the CAP-only condition. Implications for teacher education are discussed.