The objective of this article is to present the findings of video recorded communication between candidates in a graduate initial teaching licensure (GITL) program and peers during simulated micro-teaching across three consecutive seminar quarter. The micro-teaching activity combines conventional face-to-face interaction, video micro-teaching, peer and instructor feedback, alongside self-reflection to undergird the complex process of planning and teaching. This research aims to gauge: (1) whether the micro-teaching assignment is a graduate candidate-centered activity that promotes accomplished teaching skills through higher-order thinking; and (2) how GITL candidates demonstrate the synergistic professional practice of teaching.