Preservice teachers in a K-8 science methods course used guided video reflection to examine their interactions with children during science teaching. This inquiry approach helped preservice teachers identify and respond to gaps between their beliefs and intentions about teaching all children and their enactment of those beliefs. The experience of teaching a science lesson and then viewing it multiple times through a critical framework provided an opportunity for preservice teachers to recognize hidden assumptions, unexamined behaviors, and the unintentional meanings they may have conveyed to children. This encouraged them to think more critically about their roles as teachers in creating spaces where all children have access to quality science learning experiences.