A study determined whether videotaping preservice teachers' instruction lessons in early literacy methods courses was valuable to them in assessing their teaching and how best to develop a video portfolio for assessment purposes. Subjects, 10 kindergarten through fourth grade preservice teachers enrolled in three consecutive methods courses, completed survey instruments, were videotaped as they conducted lessons, and critiqued their videotaped teaching. Results indicated that the preservice teachers gleaned teaching knowledge, self-confidence, and professionalism from their video portfolio experiences in collaboration with instructors. Results also indicated that the preservice teachers planned to continue using the assessment procedure for self-assessment and in collaboration with supervisor assessments for their future teaching positions. (The survey instrument is attached.) (RS)