This study focused on effects of a video-based self-reflection and feedback program on preservice teachers' noticing and their learning during the program. Using pre-posttest and written reflections during the learning sessions, we compared this intervention (IG) with a journal-writing approach (CG). Results of the pre-posttest showed that IG members reflected more deeply on positive teaching events than CG members. Written reflections revealed that the first self-reflection in IG contained more superficially negative evaluations than self-reflection in the CG. In contrast, video feedback from peers and experts offered more counterbalanced evaluations with explanations, which, in turn, enhanced second self-reflection in IG.