In video-based teaching quality research, a teacher’s and an overview camera are traditionally used to assess the quality of teaching. The theory points in this regard to a possible influence of the camera perspective on the subsequent assessment. Whether the observers can arrive at the same assessment of the quality of the lesson, if they see additional camera perspectives (pupil cameras) of the lesson in addition to the teacher and overview camera has not been clarified so far. Moreover, it is poorly understood what influence the filmed video sequence has on the assessment. The present paper deals with these questions and presents the results of a case study using multi-perspective video technology. To investigate the research question, student teachers were asked to rate lesson video sequences in a randomized rating process. Their assessments were examined using a multifactorial design for the theory-based influence variables camera angle and time of teaching. In summary, the results indicate that the filmed time of the lesson had no influence on the assessments, whereas the camera perspective did. With other camera perspectives, pronounced deviations are evident across all dimensions of the teaching quality. On average, the rating results with student cameras are always below, but close to that, with the teacher and the overview camera. Apparently, student-individual behavior was rather perceived here. The observations may serve as impulses for more in-depth analysis on methodological reviews of future video studies.