This article adds to the literature on video-aided professional development for teachers by presenting a schema-based framework for analyzing teachers' video-aided reflection on their own teaching. Qualitative analysis of two novice teachers' video-enhanced reflection was used to demonstrate how the framework could be used. Results emphasized the importance of participants' prior knowledge as a major influence on their ability to reflect. The authors contend that this is important because prior knowledge should determine the kind of guidance participants need in order to benefit most from video-aided reflection.