In practice, videomaking in the classroom takes dedication, inspiration, and plenty of extra time. Despite these difficulties, teachers have always made great videos. Perhaps this is due to a combination of the tremendous appeal of video, the deep satisfaction of seeing stellar projects on the television set, and the knowledge that work can be archived in media collections. Plus, of course, the great educational benefits to students. But for most teachers, these benefits have not been enough to offset the extra management and hardware burdens. In this brief article the author introduces what he and fellow educators discovered to be the keys to making meaningful digital videomaking a part of every teacher's classroom.