Video analysis affords the observer the opportunity to capture and analyze videos of teaching practices, so that the observer can review, analyze, and synthesize specific examples of teaching in authentic classroom settings. The student teaching experience is the prime opportunity during the personnel preparation program in which student teachers have the opportunity to practice the skills they acquired from all the course work and field observations they completed during the program. The use of video analysis as a tool for documenting and evaluating the performance of student teachers during their student teaching placements is one powerful tool for providing feedback and allowing student teachers to reflect on their performance with children in the classroom. This tool can be used to isolate individual moments of teaching excellence, which then can be shared with other student teachers to promote best practices. In the field of personnel preparation of teachers of students with visual impairments, little has been done to catalog and archive video clips that demonstrate best practices for novice teachers to model. With the current shortage of teachers of students with visual impairments and orientation and mobility specialists in the United States, it is incumbent on personnel preparation programs to find creative and cost-effective approaches to increase the number of graduates. Given the huge time requirement for instructors to be physically present when supervising student teachers, the use of video technology provides an opportunity for supervisors to observe students remotely, which can save costs and time, and may ultimately produce more graduates in the field. This article describes the Hunter College Video Analysis of Teaching Project and discusses the factors to consider when establishing a video analysis program--choice of a camera, the sequence of video analysis, and the method for providing feedback to students. (Contains 1 figure.)