Considered by many to be cost-effective and user-friendly, video technology is utilized in a multitude of contexts, including the university classroom. One purpose, although not often used, involves recording oneself teaching. This autoethnographic study focuses on the author's use of video and reflective practice in order to capture and examine her own teaching. The author discusses how video promoted reflective practice and how the camera and videos functioned as metaphorical eyes, which, in turn, prompted further examination and reflection of her teaching and pedagogy. This study's results indicate that when used to record and study one's teaching, video offers another set of eyes and provides an additional lens through which teaching practices and pedagogical stances may be viewed and considered.