This study included four preservice interns at a Midwestern university in the United States who were learning to facilitate interactive discussions in English language arts. The authors investigated how the interns' perceptions of their self-selected audience influenced what they noticed, talked about, and learned as they constructed a video case about their teaching. Two interns identified themselves as the audience and problematized specific aspects of their lesson, whereas two others "showcased" themselves in a positive light for a public audience. All interns gained insights about their teaching as they constructed their case. Implications for teacher education and future research directions are discussed. (Contains 2 footnotes.)