One of the key drivers underpinning mathematics education in general, and more specifically mathematics education at a university level, is the use of Web 2.0 technologies to support the delivery of courses to undergraduate, primary pre-service teachers (PSTs) who often form part of large cohorts of students studying education. It is now unusual to find a mathematics education courses at Australian universities that do not incorporate online course delivery elements. Unfortunately, the drive online has not always been matched with a complementary drive to support developments in online pedagogy, and thus, mathematics educators are often in the position of delivering online content with little or no professional development to support a new form of pedagogy required in this context. This chapter examines the use of various combinations of online lectures (namely, full video, part video or no video) to support the development of content and pedagogical knowledge of PSTs. In addition, and just as critically, the lectures were a component of a course that had the second aim of enhancing the affective experience of mathematics for these PSTs. Data to support the claims made in this chapter are from PST feedback using an anonymous online survey and also from data collected by EchoCapture software, a component of the learning management system (LMS) used by the university in which this research took place.