This study draws on sociocultural and affect theories to understand findings from our investigation of secondary English education preservice teachers' (PSTs') experience with communal video analysis sessions (VAS). We organize the article by first theorizing reflection in teacher education research and its relation to video analysis. Then, we describe our qualitative case study methodology and report on our findings to the question of how (dis)comfort shapes PSTs' communal reflections by using illustrative participant vignettes. Through analysis of a communal VAS around PSTs' teaching practices and follow-up interviews with the PSTs, the authors found that video analysis provides a nonevaluative supportive environment that enables reflection and growth when a sense of community is preestablished. This article demonstrates the affordances of staying within "comfort zones" for PSTs as they reflect upon their teaching practice within a group VAS. Several tensions around the organization of professional learning communities for reflective video analysis with PSTs are unpacked in relation to this finding.