This study examined how the use of videotaping could help develop reflection among student teachers, particularly related to classroom management. Three student teachers were videotaped and interviewed several times to determine how they developed their thinking and reflection throughout student teaching and how videotaping assisted this process. The study investigated what student teachers attended to in evaluating themselves on videotape, how they evaluated their classroom management techniques, and whether videotaping helped them improve their classroom management skills or awareness of the situation. Categories that arose during the interviews included idiosyncracies, uncertainty, teaching unique students, best methods to use, doing what the cooperating teacher does, and changing what the cooperating teacher does. Classroom management categories that arose included distractions, changes needed, growth accomplished, gaining attention, use of facilities and resources, and encouraging students to work together. As respondents progressed in their experiences, their comments changed from a focus on personal idiosyncrasies and accomplishing the cooperating teacher's goals to student teacher growth and what worked for specific classrooms. All respondents believed they had achieved growth in teaching and classroom management. The videotaping and discussion process helped participants gain independence, gain the personal practical knowledge of teaching, and enhance their reflection. (SM)