The use of videotaped episodes of elementary mathematics classrooms for professional development is not new. However, without appropriate support, preservice teachers may find it difficult to hone in on the underlying features of the targeted practices displayed in the swift-moving action of the classroom being observed. The focus in this study is to investigate the benefits of including scaffolding supports directly into the software that facilitates the viewing of the videotape episodes to enhance preservice teachers' understanding of the teaching of mathematics. The data indicate that the preservice teachers who used the software product, MathStore, were able to develop significant insight into specific aspects of the teaching and learning process.