In teacher preparation years, teacher candidates are often required to use personal video recordings of classroom instruction to reflect on teaching and learning. While it is well documented that video supports, scaffolds, and transforms teacher reflection, the literature on ESL-focused video reflection is scant. The present study discusses how four, final semester, undergraduate teacher candidates engaged in critical friendship to reflect on personally recorded videos of instruction delivered to elementary-aged ESL students. Twelve critical friendship lesson feedback sessions were collected over a 15-week period and were analyzed through ethnographic research methods using friendship metaphors and a member checking process. The article presents a video-mediated critical friendship framework that ESL teacher educators can use to structure video-mediated dialogue with teacher candidates and concludes with a discussion surrounding the benefits of using critical friendship in ESL teacher education.