The concepts of reflection and reflective practice have become the core of many teacher education programmes, with critical reflection as the goal for many teacher educators. This study examined the use of a videoconference discussion in an instructional methodology course as a means to enrich the process of reflection and encourage critical reflection. Critical action research methodology was used by the researchers to evaluate the addition of videoconferencing to a model of scaffolded reflection which was already part of the course. The findings suggest that the introduction of a videoconference discussion to the scaffolded reflection model enriched critical reflection on four topics: technology use, multicultural curriculum and instruction, censorship of web-based resources, and accountability and assessment. The discussion of these topics allowed the preservice teachers to think about their own agency, and the affordances and constraints of their school context. Implications for using videoconferencing for critical reflection are provided for teacher educators.