Screencasting, or digital recordings of computer screen outputs, can be used to promote pedagogical transformation in the mathematics classroom by moving explicit, procedural-based instruction to the online environment, thus freeing classroom time for more student-centered investigations, problem solving, communication, and collaboration. This paper reports on the findings of a research project that investigated the effects of such a transformation on student attitudes and achievement in a university level "Mathematics for Elementary Teachers" course. Students in one section of the course experienced a transformed pedagogy through the use of screencasted lectures while students in another section received the more "conventional" instructional approach. The project employed a mixed methods design that included a pre-post content exam, a pre-post mathematics attitude survey, open-ended student responses, and instructor insights. Findings indicate that using screencasting to free up class time for more student-centered interaction and problem solving has positive effects on both student learning and student attitudes toward mathematics. In addition, student open-ended responses and instructor insights underscore several beneficial outcomes of such a pedagogical transformation. Implications of this project focus on factors related to student learning, classroom pedagogy, and curriculum design. (Contains 1 table and 2 figures.)