Vocabulary knowledge is recognized as an essential element for second language acquisition and reading comprehension. One known way to encourage and support vocabulary development amongst second language learners is keeping a vocabulary notebook. The primary purpose of the present study was to document two aspects of student teachers' own development: (1) linguistic (expansion of their own vocabulary) and (2) pedagogical (internalization of the approach and their readiness/willingness to use vocabulary notebooks in class; empathy towards their own students; and comprehension of the learning processes in light of their own successes and failures in vocabulary acquisition). Participants were 13 third-year students in an English teaching programme at a teachers' college in Israel. A mixed methodology was implemented. Results indicate positive outcomes in target vocabulary acquisition and retention. Results are discussed from theoretical and pedagogical perspectives.