"Stimulated recall" is a generic term used to identify a variety of interviewing techniques designed to provide access to teachers' thoughts during interactive teaching. The methods usually involve audio or videotape recordings of classroom activities, whereby teachers are to "recall" what they were thinking at the actual time of the taping by means of the cues or stimuli provided in the tape. A critical review of the uses of these methodologies by researchers was undertaken. It is concluded that the verbal reports received through stimulated recall are of questionable validity when identified as interactive thoughts or decision-making. The interests of research may be better served if these data are considered retrospective reports of teachers' professional craft knowledge. It also seems that verbal reports of reflection on knowing-in-action might be encouraged through unstructured interviews during the viewing of the videotape, rather than through the use of a schedule of questions. Related to this, the verbal directions given by the researcher prior to viewing ought to be general. Finally, two analytic techniques are suggested that provide the researcher with means of approaching verbal report data that are consonant with the view of the data as professional craft knowledge (i.e., teacher coding of the data into categories selected and named by the teacher, and analysis of the metaphoric language used during the interview). (TJH)