Educators have been using video feedback (VF) to respond to student writing for several decades. Most qualitative and quantitative research on VF has thoroughly demonstrated that students want more video comments along with written feedback (WF). Despite the research supporting the advantages of VF, very few studies identify the labor and time commitment required to learn how to provide effective VF. This paper addresses this gap in the research by identifying where three professors from three different disciplines exerted the most labor to acquire video literacies and create VF for the first time. It also engages the following questions: What are the limitations of making VF? What kinds of labor are required to produce VF? What do educators need to know before making VF for the first time? The findings for this study indicate that instructors new to VF would benefit from additional guidance on how to create video comments, as well as an overview of the labor and time required to gain video literacies, manage paralinguistic activity, and structure and upload video comments.