This study investigated the following question: To what extent and in what ways might using video help interns reflect on their discussion-based teaching in a more complex manner than when they use memory-based written reflection? Three elementary interns participated in the study. Findings suggest that video-supported reflection enabled interns to write more specific (vs. general) comments about their teaching than writing from memory, shift the content of the reflections from a focus on classroom management in memory-based reflections to a focus on instruction when video was available, and focus less on themselves and more on children when they reflected on video clips of their teaching. The power of video-based reflection to help interns revisit, notice, and investigate how they facilitate classroom discussions is considered. (Contains 2 notes and 2 tables.)