The use of video for teacher learning is a useful tool to support reflection and self-analysis. Video records have been successful in supporting teachers in learning to notice student thinking, a strong component in instructional expertise. The use of video provides permanent records of classroom lessons that can be viewed repeatedly (Sherin, 2001, 2007; van Es & Sherin, 2002, 2008.) It allows deep engagement and collaborative learning. Including the use of video in teacher preparation courses has successfully contributed to increasing pre-service teachers' attending and analyzing skills, necessary components of professional vision, (Santagata & Guarani, 2011; Sturmer, Konings, & Seidel, 2015). This qualitative study investigated pre-service teachers' use of self-video analysis as a tool to learn from their own practice. I examined the following research questions: (1) How does examining one's own teaching performance on video affect self- perceived reflection? (2) When pre-service teachers engage in self-reflective video analysis: (a) What teaching practices do they notice? (b) How do they identify needed change to teaching practices? This qualitative study included 12 pre-service teacher participants from the practicum courses of a teacher education program at one, public, Midwest University. Data collection included semi-structured interviews, focus group interview, and document collection about the use of video in self-reflection. Data analysis was inductive, following the Grounded Theory method (Corbin & Strauss, 1990). Findings indicate that pre-service teachers find self-video records useful to self-reflection through increasing their awareness of the classroom surroundings, offering a different perspective, supporting evaluation of their teaching with a visual record, and offering a record of their teaching growth. Pre-service teachers reported noticing the self-image characteristics, student engagement, and teaching behaviors during self-video review and perceived a change of practice in classroom management, awareness of classroom surroundings, lesson organization and implementation, and self-image characteristics of voice level and movement. Further research of the effects of self-video on pre-service teachers' self-reflection should consider the use of a framework or facilitation guide to support productive reflection. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]