This pilot study resulted in changes to how we support and understand the teacher candidate learning process. Student teachers recorded videos of several teaching segments and later both researchers and student teachers utilized software to identify, tag, and analyze teaching performances. The study was based on the following assertions: teacher candidates need to own their professional growth, and teaching behaviors can be identified, rated for proficiency and analyzed as a collection of techniques to enhance student learning. The findings suggested that use of the software has expanded our ability to document candidate performance and proficiency. Candidates not only became critically self-evaluative but also identified missed opportunities in teaching segments.