The importance of the early field experience in the curriculum of teacher education is often underappreciated. Ostensibly, the early field experience provides teacher candidates with the first opportunity to look closely at teaching and learning from the perspective of a classroom educator. Yet, little is know about what kinds of early field experiences facilitate teacher learning. In this study, the authors examined the use of video representations during an early field experience to advance preservice social studies teachers' skills as careful observers of classroom practice. Findings suggest that video representations helped preservice teachers in an early field experience isolate elements of teaching and learning; contrast classroom practices with existing beliefs about classroom practice; and prime their situational and pedagogical imaginations.