University-based teacher educators across the U.S. have become increasingly focused on making their practices relevant to the needs of teacher candidates. Teacher educators are engaged in a variety of approaches as a means to improve the preparation that they provide to teacher candidates, in order to continuously examine their expertise. These approaches include research that examines value-added measurements of the impact of teacher education on candidates. This study explores collaborative video analysis among faculty peers across program disciplines, which serves as a form of teacher educator professional development. All teacher candidates, at the college where this study took place, video recorded and submitted a clip of their teaching to an online video library. Although faculty members individually reviewed these videos of teaching, video analysis of teaching among groups of faculty had not yet taken place. Collaborative video analysis was used as a tool for teacher educator faculty development based on its success in teacher candidate learning. The inquiry for this study was guided by three questions: (1) What did faculty independently attend to in their analysis of videos of teaching? (2) What was the content of the faculty conversations about the videos of teaching? (3) How did faculty view participation in these conversations? Findings and recommendations based on faculty observations are discussed. The faculty members involved in this study agreed that there is a need to engage in this type of video review as a means to ensure greater understanding and consistency by applying the observation rubric used to evaluate candidates in the program.