Using video to record lessons conducted by pre-service teachers is easier today than it was in the past, opening the possibility opens for them to observe themselves and learn from their videotaped lessons. In this study, we examined how classroom video recording affected the reflective process, self-efficacy, and a sense of threat/challenge of pre-service teachers, from the point of view of social emotional learning (SEL). The sample of this mixed-method study included 300 Israeli pre-service teachers. Measurements were taken at two points. It was found that watching the video recording allowed many of the respondents to observe their behavior patterns. Respondents stated that it was difficult for them to ignore aspects they were not comfortable facing otherwise. Most respondents claimed that this was the best and most accurate method for them. We found that there was a positive change in the quality of social-emotional discourse of pre-service teachers and in their sense of ability to conduct such discourse. There is a change in awareness of their feelings and of the feelings of others. There has been a change in their self-confidence, sense of personal identity, and in their emerging professional identity. It is recommended that all teachers have the opportunity to watch a video recording of their lessons and experience a reflective process that may lead to a change in behavior patterns.