In this study, video observation and analysis tools were used both to study classroom practice and engage teachers in the feedback process. The virtues of video tools for capturing and analyzing classroom practice have been well documented (Brophy, 2004; Clarke, 2001; Hollingsworth, 2005; Jacobs et al., 2007). Specific ways that video tools might enable the effective provision of feedback to teachers have been less examined. Questions that were investigated in this study were: Do teachers find viewing a video of their own classroom practice more valuable than being told about their practice? To what extent are teachers assisted in reflecting on their practice by the provision of a structured observation instrument? The feedback process consisted of: (i) initial interview with teachers at which the observation instrument was introduced and discussed; (ii) filming of teachers and provision of video to teachers for their analysis, using their selection of codes from the observation instrument; (iii) analysis of the lesson video by both teacher and researcher over one week; (iv) interviews with teachers at which teacher and researcher shared their analysis of the video. This presentation reports the evaluation of the efficiency and instructional utility of the feedback process.