This study examines 40 teachers' perspectives on the use of video-recordings of their own mathematics lessons over two years of mathematics professional development. Data sources included an end of program survey and focus groups transcripts. Findings from this study support the use of personal video-recorded lessons in professional development. Benefits of using personal video included positive influences on teacher planning, instruction, beliefs, and collaboration. Moreover, findings indicate that using teachers' personal video in MPD promotes shifts in teachers' practice. Results suggest that personal video may be a catalyst for promoting shifts in teaching practice by heightening teachers' attention to student thinking, instructional choices, and increasing accountability for learning.