Reporting on a project conducted in the academic year 2004-5, this paper explores the evolving processes and nature of the learning experiences generated when four schools (four mentors and eight trainees) and university tutor, as part of a physical education Postgraduate Certificate in Education (PGCE) course run in partnership with a single English university, sought to employ video footage and analysis software (Kandle) to enhance the learning of trainee teachers and their progression in relation to the Standards for Qualified Teacher Status (QTS) (DfES/TTA, 2002). Using individual and group interviews with trainees and mentors, video analysis of the trainees' lessons, and content analysis of lesson planning and evaluation documentation, this paper identifies the way in which each of the trainee teachers and their mentors, generated and interpreted a process of learning to teach that they felt was offered to each of them through the use of video analysis software. In addition it reviews the way in which the trainees and mentors generated, reviewed and valued particular evidence in order to claim competence in the trainees' teaching standards, as well as establish future teaching (and learning) targets for themselves as teachers and mentors respectively. The paper also offers a pragmatic dimension to the evaluation of the project. It acknowledges the variations in IT competences of the trainees and mentors, the discrepancy in facilities which existed in each of the placement schools, and highlights the mechanisms (successful and unsuccessful) which were adopted to address a myriad of issues (both technical and conceptual) that were encountered. In conclusion the paper makes recommendations on the use of video and analysis software, as well as the organisation of a developmental framework for trainees' learning, especially the management of the process and its outcomes to support claims in relation to the Standards for QTS. Reference: Department for Education and Skills/Teacher Training Agency (2002) Qualifying to Teach: Professional Standards for Qualified Teacher Status and Requirements for Initial Teacher Training. London, TTA.