Videorecording analysis can help improve the teaching of college literature and other subjects. Here, I concentrate on specific analytical strategies that I have been teaching my graduate students since 1994, and I cite my students (including their graphical charts) to illustrate what important lessons they have learned through careful study of videorecordings of their teaching. These are techniques that can be employed by those involved in college teacher training in many fields. My own focus is on teaching college literature, not only because that is my own specialty, but also because videorecording analysis has been scarcely practiced in this field and therefore is in need of study--whereas ever since about 1980, there have been dozens of publications in TESOL, English Education, and many other fields that have been based on videorecordings. Even in that large body of scholarship, however, little attention has been devoted to the training of TAs and other novice college teachers--the focus of this article. (Contains 2 figures, 1 table, and 4 footnotes.)