Reflection is an important tool to help preservice teachers (PSTs) develop the skills and competence needed for effective teaching. Written and verbal reflections offer opportunities for novices to look back on their lesson implementation, but video allows them to step back "into the moment" to review their actions as they occurred in real time. This study examines PSTs' perceptions of participating in a video reflection session embedded within a larger, integrated practicum experience as a way to increase their professional noticing of and reflection on salient teaching moments. We report on findings about the ways in which structured sessions such as this can help PSTs strive toward professional noticing of opportunities to employ ambitious pedagogy and provide implications for how this structure can support teacher development and be adapted and adopted in other teacher preparation programs.