This article explores the impact of a video observation model developed for teacher candidates in an early experiences course. Video Grand Rounds (VGR) combines a structured observation protocol, videos, and directed debriefing to enhance teacher candidates' observations skills within nonstructured and field-based observations. A comparative research design was employed for this VGR study, and both quantitative and qualitative data inform the results. Findings indicate that VGR teacher candidates demonstrated significantly greater growth than non-VGR teacher candidates in their abilities to focus on salient features of classroom interactions to identify the complexity of classroom interactions and to readily transfer observation skills from a video platform to an in-school platform.