The value of video stimulated recall as a tool to assist the development of reflective skills of teachers is well documented. Video stimulated recall is the least intrusive and yet the most inclusive way of studying classroom phenomena. It allows the teacher to 'relive' an episode of teaching by providing, in retrospect, an accurate verbalised account of his/her thought processes. Videotapes allows the teacher to examine their mental models in situ, study changes to their schemas during and after teaching episodes, and formulate new teaching models as a result. Furthermore, videotapes give the teacher more time to reflect on classroom events and look for answers. In short, video stimulated recall allows teachers to reflect and revisit recorded scenes at anytime; the videotapes can be examined to gather further specific evidence when necessary; it allows the teachers to decide for themselves what they want to focus on; and, others - critical friends - can watch episodes and make suggestions. Importantly, teachers can be the ones who are in control of stopping the tape at any time when they see themselves making a decision, describe what they were doing at that time, what alternatives they had considered and what they decided. In this way video stimulated recall allows for the elicitation of 'knowledge-in-action' or interactive cognitions. However, researchers report that teachers viewing a videotape of their lessons may find the experience highly stressful and may negate teachers' preparedness to report on what they have recalled. Other research indicates that teachers watching videotapes of their lessons may initially be distracted by their own physical appearance. Teachers' interactive cognitions are not always retrievable and therefore may be difficult, if not impossible to recall retrospectively. In this paper the strengths and limitations of this method for professional development are discussed. The experiences of two beginning teachers and two experienced teachers will be shared.