Although teacher research has gained increased attention as a promising approach to improving teachers, many teachers find it challenging to research their own classrooms. Video has great potential to support teacher research because of its unique capability to capture the elusive classroom practice. In this article, we documented the role of video in supporting teacher research drawing on a 6th-grade teacher's reflection on her year-long research project. We described how video helped her refine her research question from vague to specific and observe classroom discourse that was otherwise difficult to notice while she was teaching.