In order for prospective teachers to become aware of the consequences of their actions and behaviors and to become more reflective about their teaching and their role as teachers, teacher education programs must incorporate interventions that allow novice teachers to become actively involved in the process of applying the theory of teaching to the practice of teaching. To facilitate this process, an interactive videodisc program was introduced into one section of an introduction to education course at Southern Illinois University at Carbondale (Illinois). The project was based on three constructs of learning: situated cognition, anchored instruction, and reflective judgment. The protocols consisted of videotaped recordings, made in local primary and middle school classrooms and later transferred to videodisc, of original and unrehearsed classroom sequences or related school events. To assess the effectiveness of the project, data were collected from pre- and post-tests, student logs, progress reports, and interviews with the 14 student participants. The data seem to indicate that the interactive videodisc project was a success in improving students' ability to analyze critical classroom events. Students perceived that the interactive videodiscs made them more reflective in their analysis of classroom life. (IAH)