In the Fall of 2017, I was introduced to V-Note, a software tool for analyzing audio and video in the classroom. I quickly adapted to using V-Note in research as it is easy to navigate, widely accessible, and most necessary features are included for free. Through this paper, I explore some possible applications of V-Note in education research. I first begin by examining the theoretical perspectives through which I approach using V-Note as a research tool, such as the embrace of reflexivity, hermeneutic phenomenology, multilogicality, polysemia, and polyphonia. Using these theoretical perspectives, I utilize event oriented inquiry to investigate clips from a graduate level class with a special focus on quality of teaching and learning, emotions, and wait time between speakers. As I investigate video vignettes from our class using V-Note, I share these vignettes with class members and invite participants to reflect back upon events together. As we re-watch and analyze the events in the video using V-Note, we learn from each other and in turn, change our practices in the classroom.