The use of video surveillance footage presents a new possibility in educational research as a reliable and valid source of learning and teaching activities in classrooms. However, the unique nature of surveillance footage requires different approaches and poses distinctive challenges in utilizing it in research, yet no methodological guides are currently available in educational research. The purpose of this reflective methodological review is to share our lessons learned from a mixed-methods study that utilized video surveillance footage for triangulating self-reported classroom data. We discuss (1) the importance of triangulation of self-reported data to reduce biases of it, (2) the unique benefits and limitations of using video surveillance data, (3) a methodological framework for video surveillance data analysis, and (4) our process of data analysis with technical, ethical, and other issues in mind when using such data. Software programs to aid video data analysis are briefly introduced as well.