Reflective teaching is a contemporary issue in foreign language teacher education. This paper reports on the use of video-taped lessons as a tool for reflective practices. Two full-length lessons taught by the prospective teachers of English that are enrolled in the practicum program were recorded by the researchers, and the reflections of the participants were examined through a qualitative approach. The results showed that the prospective teachers' attitudes and in-class practices changed significantly after video-taped reflection feedback. Furthermore, it has been suggested that teacher candidates learn to make analogies by watching entirely different models. In this respect, reflective video-taped activity can be defined as a step-by-step process and at the same time an active element for critical thinking.