This article will discuss issues concerning the potential of videopapers, drawing on a research project investigating the use of videopapers as a tool for reflecting on practice and as an assignment in initial teacher education. Student teachers engaged in initial teacher education programmes often find it difficult to "see" what is going on in their classrooms. They can further experience difficulties in linking theory and research with observations of experienced teachers and their own practice. Although the authors already provide opportunities to reflect on practice underpinned by theory in current classroom-based tasks and assignments, and encourage optional videoing of lessons and seminar presentations, they believe that introducing student teachers to videopapers as a learning tool can provide novice teachers and their tutors with unique, new learning opportunities and insights. However, writing a videopaper does throw up new challenges. (Contains 1 note.)