This study examines whether preservice teachers' experiences with video analyses during teacher preparation have long-lasting effects on their practices once they enter the profession. Specifically, the authors examined whether teachers who had opportunities to analyze student thinking and learning during teacher preparation continued to do so when they reflected on their teaching effectiveness as full-time teachers. A group of elementary school teachers who attended a video-enhanced mathematics methods course were compared to a control group at the end of their first year of full-time teaching. Teachers were asked to assess two lessons they had just taught by describing lesson learning goals and providing a rating of lesson effectiveness and a rationale for their evaluation. Teachers who attended the video-enhanced course during teacher preparation outperformed their counterparts in both the quality of evidence they drew upon and their attention to individual or subgroups of learners. Study limitations and future directions are discussed.