More than three decades ago, when the author was a student teacher in an English as a Foreign Language (EFL) program, her evaluations came from either a mentor or a university supervisor. Feedback about her teaching was filtered through the lens of their perceptions and experiences, leaving little space for her own reflection. While this type of supervisory observation is common, the field of Second Language Teacher Education (SLTE) has advanced and now includes many other evaluation methods, including self-reflection by teachers on aspects of their own classroom practice. After looking at the particular benefits of reflective teaching, this article will describe some specific steps that SLTE teachers can take to introduce video recording as a stimulus for self-reflection in a pre-service EFL program. (Contains 1 figure.)