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The purpose of this study was to assess the effectiveness of the use of video feedback on student learning in physical education, while also examining the teacher’s responses to the innovation. Three classes from one Spanish high school participated in different conditions for learning hurdles in a track and field unit. These conditions compared the use of video feedback (either from the teacher or from peers) with no video. The ‘video and teacher feedback’ condition provided the most positive overall results, with statistically significant improvements in skill execution, technique, and knowledge learning, as well as the highest level of practice. Nonetheless, while acknowledging the utility of video feedback as an instructional tool, the teacher felt overwhelmed by the demands of the technology on both his time commitments and in terms of his own technology competencies.