This study examined the use of digital video editing as the main venue for fostering reflection. The impact of digital video editing technology on preservice teachers' beliefs included shifts in (a) reflections regarding children's thinking, (b) planning and instruction informed by reflection, and (c) notions of teaching expertise and requisite knowledge. Results were based on an instructional approach emphasizing the exploration of preservice teachers' own planning and teaching as they edited their own video accounts. These findings contrast typical video usage in teacher preparation in which teachers reflect upon the practice of others. Implications for teacher education programs and future research are discussed.