This paper reports a study that involved teacher education students investigating teaching practice by collecting and analyzing video clips of their own mathematics teaching. One student's case is used to portray what prospective teachers attend to in the process of filming/editing and describing/analyzing their teaching practice. Shifting from noticing what to film in retrospect to noticing and filming what was happening in the moment was key for this student as she began to see her own practice as site for learning. This paper points to the power of opportunities for teacher education students to not only learn to analyze video of other's teaching but to also analyze their own. [For complete proceedings, see ED489538.]