In light of shifting discourses regarding inclusive education, and given the centrality of English as a language for social, economic, and civic participation, the importance of preparing teachers to utilize inclusive approaches to teaching English as a foreign language (EFL) is growing. Thus, pre-service foreign language teacher education needs to employ empirical methods to improve teacher knowledge in this area. In a pre-post-intervention design, a pilot study was carried out to examine the impact of a learning opportunity designed around various forms of videography, including multi-perspective videography. As one part of a larger study, both the impact of the intervention itself and the use of multi-perspective videography on the development of pre-service teachers’ knowledge-based reasoning of inclusive teaching of EFL, as a form of reflection, were measured using nonparametric, inferential statistics. While the small sample size means the conclusions are not representative, the results indicate the potential of using this variant of classroom videography to address pre-service teachers’ knowledge-based reasoning of inclusive second language instruction. The findings confirm that videography can be used to both develop and evaluate pre-service teachers’ knowledge-based reasoning; that further subject-specific studies of knowledge-based reasoning are warranted; and that multi-perspective videography as a variant of standardized classroom videography is a promising approach to teacher professionalization for the EFL classroom.