This paper examines the use of video-based contexts in a mathematics methods course for preservice elementary teachers. The effect of using video examples and analyses in methods courses and associated practicums on preservice teachers' field performance, preservice teachers' pedagogical content knowledge, and preservice teachers' decisions about mathematics content and teaching strategies were investigated. Included are characteristics of the subjects, procedures, discussion, and conclusions. Appended are a description of uses of video materials in mathematics education and a list of video materials. (KR)