This paper describes a qualitative case study conducted in the Intermountain Western United States during the Fall of 2020. Though a few years old, the study remains relevant due to its esoteric subject within research on media production professional development education. Study's purpose was to explore the processes and participants of an independent, pedagogical video composition (PVC--a.k.a. educational filmmaking) teacher professional development (PD) program. The primary sources of data were interviews of staff of the PD program and teacher graduates of the PD program. This paper focuses on a conclusion from the study: an alarming discrepancy between the attitudes of the PD staff and the teacher graduates of the program regarding student (and teacher) use of pre-existing footage when creating a video project. After analysis of the data, the need arose to build a continuum that expresses the range of these attitudes. On one end of the continuum is the practice of exclusively using filmed footage, meaning all edited footage for a video project is filmed by the student. On the other end of the continuum is the practice of exclusively using pre-existing, or 'found' footage for the editing. This fills a needed gap in the research literature regarding understanding of fair use copyright law among media production teacher professional development programs, and carries implications for all media education and education generally, and media literacy/educational filmmaking PD specifically.