Teacher-education programs are under increasing pressure to demonstrate the effectiveness of their graduates at a time in which many states have adopted a new generation of formal teacher-evaluation systems. Despite the current emphasis on the evaluation of teacher proficiency, the opportunity to reflect upon practice remains a vital aspect of teacher education. This exploratory study investigates the potential that video-stimulated recall (VSR) holds for promoting preservice-teacher reflection in conjunction with a state-mandated evaluation instrument. Results indicate that VSR holds promise for improving specific and growth-oriented reflection though there is potential for more.