The purpose of this study was to examine if the use of teaching videos would heighten teacher candidates' ability to "notice" Danielson's instructional techniques as they implemented their own classroom instruction in a clinical setting. The investigation measured teacher candidates' performance over the course of two practicum experiences and compared the performance ratings of teacher candidates among different certification programs. The significance of this research was the use of video lessons to shed light on the intricacies of implementing the "Danielson Framework for Teaching" by helping teacher candidates to unpack the complexities of the model for interpretation during their practice teaching.