The limits inherent in field experiences are significant challenges to teacher educators in preservice teachers' preparation. One key challenge is having preservice teachers understand the complexities of what happens in the classroom. This article describes lessons we have learned through the creation of a multimedia case study that have given us insight into ways to help preservice teachers understand classroom events. What we have learned about the necessity of situating lessons in their larger contexts is discussed, as well as the tensions inherent in teacher decision making and how the decision making process may highlight discrepancies between teachers' espoused beliefs about teaching and what they do in practice. In addition, ways multimedia case studies can engage preservice teachers in examining and understanding these issues are described.