This research examined the effects of a process of digital video editing used to create multimedia portfolio has on the quality of teacher candidates' critical reflections. The target population was Northwestern Oklahoma State University teacher candidates. Subjects were 22 student teachers in the fall 2001. Subjects were randomly assigned to one of three groups: control, experimental-reflection, and experimental-reflection with multimedia production. The instrument used to measure the dependent variable, teacher candidate's critical reflections, was based on a seven-part framework developed by Sparks-Langer, Simmons, Pasch, Colton, & Starko (1991). The data were analyzed using three separate t-tests for independent samples. Although the difference between each of the pairs of groups was not significant the large difference between the control group and the experimental group (reflection/video ed) is encouraging. (Author/AEF)