The use of reflection and analysis in preparation of elementary and secondary preservice teachers has become a standard practice aimed at helping them develop the capacity to engage in intentional and systematic investigation of their practice. Editing video may be a more powerful tool than writing reflections based on memory to help preservice teachers analyze and reflect on their teaching. In this article, the authors explore constructing video cases as a means to promote analysis of a particularly complex practice, learning to lead classroom discussions. (Contains 2 footnotes.)