University programs often require preservice music educators to complete some small- or large-group instruction before beginning student teaching. One of the tools used to deepen these preservice teaching experiences and consequently the pedagogical knowledge for these teachers is to have them reflect on their teaching episodes. Video reflection allows preservice teachers to examine their own teaching. This article presents excerpts of video reflections taken from preservice music teachers. Some of the areas where video reflection proved effective in improving instruction were (1) reducing the amount of teacher talking and increasing the amount of student playing, (2) structuring of the lesson, and (3) attention to student playing errors. Applications taken from this research are also presented. (Contains 1 figure and 14 notes.)