In this study we investigated how the use of video records in a literacy methods course supports the development of reflective practitioners when video is a core element of the course design. Specifically, we detail how interns' video-based reflections provide evidence that the use of video records of teaching interns' promotes the development of critical reflection around instruction and learning. Our key findings suggest that the existing literature on reflection suggests that beginning teachers rarely, if ever, reflect on issues related to instruction and learning, reflection on instruction and learning can emerge early in a novices' development when video is used as a mediating tool. (Contains 3 tables.)