Introduction: In this study, nine pre-service teachers worked in group (three groups of two and one group of three) to deliver a series of seven lessons via desktop videoconference from a Faculty of Education to elementary students in their classroom. Method: Each group delivered 2 lessons over a 4-week period. During delivery, the lessons were archived to disk. Each pre-service teacher viewed the performance and submitted reflective advice for improvement to an asymnchronous text thread before planning for the next lesson began. The archived lessons where subsequently examined for evidence of high and low-level teaching practice against performance indicators of a modified version of the Ontario Teacher Performance Appraisal Manual. The modified Manual contains 37 indicators in three teaching domains: professional knowledge, teaching practice, commitment to pupils and pupil learning. Results: Low scores were found on all seven indicators of professional knowledge and there was a mixed performance in the teaching practice domain (9 low and 5 high). Pre-service teacher performance was high on the majority (12 of 16) of the commitment to pupils and pupil learning indicators. It is argued that high and low results obtained in studies such as this might be used to provide pre-service teachers with guidance between the videoconference lessons that lead them to improvements in their classroom teaching. (Contains 3 tables.)