This paper examines the use of peer-videoing in the classroom as a means of promoting reflection among student teachers. Ten pre-service teachers participating in a teacher education programme in a university in the Republic of Ireland and ten pre-service teachers participating in a teacher education programme in a university in the North of Ireland participated in the study. Locating the discussion within the theoretical literature on reflective practice, the study examined the capacity for peer-video analysis to facilitate student teachers to move from focusing on the technical aspects of their practice to an examination of the theoretical constructs underpinning their practice.