The purpose of this qualitative phenomenological research study was to examine the thoughts and feelings of teachers when utilizing video-assisted micro-teaching to reflect on their practice. Research questions included how, and in what ways video-assisted micro-teaching helps teachers reflect on their teaching and in what ways video reflection assists teachers in identifying professional development needs. High school teachers who participated in this study attended a professional development to define micro-teaching, identify an area they would like to focus on in their instruction, and establish norms for using video to reflect on a lesson. Semi-structured interviews were conducted three times for this study: prior to teaching a lesson, after teaching and reflecting from memory, and after using video to reflect on their instruction. Identified themes included 1) video reflection is beneficial for teachers to focus on classroom management, 2) video review allows teachers the opportunity to analyze their presentation style, 3) the use of video reflection allows the teacher to reflect on their teaching methods or pedagogy, and 4) teachers' perceptions of their lesson's impact may be viewed differently when self-reflecting with video. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]