Video-stimulated verbal recall is becoming an increasingly popular method for examining a broad range of research topics across academic disciplines. One of its major appeals is that it makes it possible to capture and investigate the dynamic nature of task performance and has the potential to provide a wealth of information on the cognitive processes and strategic behaviors that participants engage in and deploy as they carry out a particular task or tasks across types or contexts. This case describes what video-stimulated recall entails, explicates its strengths and weaknesses as a research method, and offers some pointers on using video-stimulated recall through the insights gained from two recent projects in second language (L2) learning and testing contexts that employed the method, so that readers can use this case to understand other research findings or to conduct their own projects using the same method. [This content is provided in the format of an e-book.]