A study examined the feelings and attitudes of preservice teachers toward the use of videotaping as a means of self-appraisal of a teaching experience, attempting also to discern how they viewed the videotaping process in affective terms, and to determine students' perceptions of the value of videotaping as an instructional tactic. An investigation was also made of the implications of using qualitative methods for examining student perceptions. A team, consisting of two first-year graduate students and two third-year undergraduates, participated. The team first taught a lesson to their peers at the university and were videotaped. They then taught in a public school classroom and were re-taped. Feedback and evaluation occurred throughout the process. Interviews with the students sought data on: (1) personal responses to the videotaping experience; (2) perceptions of the worth of videotaping as a teaching aid; (3) responses relating to the instructional process; (4) grading and evaluation of the videotaping experiences; and (5) responses to the process and to the team teaching situation. An analysis is presented of the data obtained from the interviews. A discussion is included on the value of using qualitative methods for the examination of student perceptions. (JD)