Lectures continue to be the dominant form of university teaching, and lecture capture technologies are tentatively taken up to support this form of delivery, rather than being used as a viable alternative. Much of the previous research, however, has been self-reports or survey based, with far less attention given to qualitative explorations. This study aims to bridge this gap by using qualitative methods in order to examine students’ experiences of lecture capture provisions within the context of their own learning by utilising 6 focus groups to generate data. Thematic analysis was used to understand group opinions and experiences of lecture capture within a university teaching. Two conceptual themes emerged: enhancing the learning environment and working and learning strategically. Results showed that lecture capture provisions could not be fully evaluated independent of current learning environments where they contribute to alleviating negative perceptions of lectures. In addition, the extent to which lecture capturing develops and enhances the learning experience is discussed. Recommendations for how learning and teaching committees can utilize lecture capturing are proposed.