This study was designed to investigate the implementation of a video-based reflection requirement in a teacher education program designed to support social studies student teachers' growth as teachers. The data included videos from twelve undergraduate preservice teachers earning a teaching license in secondary social studies. In total 37 videos were uploaded to an online system and analyzed. A rubric, designed by university faculty, was used for coding. Lecture format was the most commonly used instructional strategy with only five of the videos showcasing a different, primary instructional strategy. Student teachers also most commonly recorded the beginning portion of class which tended to show the end of a warm-up/bell ringer and the transition into lecture. Because videos showed similar instructional styles and portions of class, evidence of growth was limited. However, those student teachers who took the video reflections seriously did show growth and were able to learn from and adjust their instruction by reflecting on their previous recordings.