The current study compared the effects of video-based reflection versus a memory-based reflection (i.e., no video) on scores for written reflections of preservice teachers who were completing a special education method course. The results of a counterbalanced design show that the use of a videotape was associated with slightly higher mean scores on written reflections than those of the written reflections based on students' memories. These results are significant for individual questions on the reflection questionnaire. Social validity data show that students preferred video-based reflection over memory-based reflection. Implications for the use of videotaped lessons as a tool for teacher reflections are discussed. (Contains 2 tables.)