This article reports upon a research project undertaken at the University of Wolverhampton where iPods and podcasting were used as a delivery and assessment mechanism within an undergraduate Popular Music degree programme. A sample drawn from students studying the programme was interviewed to explore their engagement with the technology and the curriculum materials produced. Results found that although not a replacement for traditional lectures, iPods and podcasting are an effective means for supporting student learning. Benefits included motivating learners, enabling student interaction, offering time-shifted learning engagement and personalisation of learning. This article evaluates the pedagogical adoption of iPods and podcasting within a music education context and makes suggestions for future areas of research.