This study investigates the use of interactive video in teacher education as a way of laying the cognitive groundwork for developing teacher self-reflection. Two interactive video approaches were designed to help early preservice teachers (novices) align what they observed in classroom teaching videos of other preservice teachers with what experienced teacher-educators (experts) observed in the same videos. The first approach of video coding, based on qualitative research methods, required preservice teachers to write their own observations when viewing short video clips before being shown the observations written by experts who had viewed the same clips. The novices then compared their observations to those of the experts before viewing and coding the next video clip. Both experts and novices coded the video clips, which came from a middle-school language arts class and an elementary mathematics class, for instances of classroom management and student questioning. The second approach of guided video viewing involved preservice teachers reading experts' written observations while viewing the same video clips used in video coding but not writing their own observations. On a written classroom observation posttest, the video viewing group performed better than the video coding group and significantly better than a no-video control group.