During the clinical semester, the post-observation conference is a pivotal interaction that occurs between the pre-service teacher and the cooperating teacher. However, there is often limited participation by the pre-service teacher as the mentor dominates the conversation and is primarily engaged in the analysis of the observed lesson based on notes and memory. This imbalance in the interaction that occurs during the post-observation conference could impact the reflection and learning that takes place during this essential mentoring opportunity. Although educator preparation programs use video review as a development tool, research that helps us understand how video can be used during the post-observation conference is limited. Little research has examined co-viewing video clips with the cooperating teacher during the post-observation conference and the effects of this shared learning experience during the clinical semester. Building on the research literature that has emerged on co-viewing lesson video as part of performance improvement, this study investigated if co-viewing video clips with the cooperating teacher during the post-observation conference helped pre-service teachers become more active in the discussion and as a result deepen their reflections and critical analysis of their teaching performance. A multiple case study approach with quantitative and qualitative data was used for this study as it allowed for the depth needed to understand the underlying perceptual processes that describe and potentially explain how co-viewing the lesson video during the post-observation conference impacts the interaction that takes place and the pre-service teachers' ability to reflect. [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.]