The present study reports on an alternative examination design where pre-service teachers took part in observation and analysis of a video-recorded classroom situation, and how this affected their opportunities to demonstrate their conceptual knowledge of teaching and learning. The findings from analysing 21 written examination reports suggest that the pre-service teachers were able to make use of the video recordings in a meaningful way to discuss professionally relevant issues. However, their responses to the various parts of the examination differed. While the first part elicited a wide range of responses and interests, the last part was dominated by clearly academic aspects of knowledge.