This study examines the impact of video-based learning on preservice elementary teachers, focusing on the use of Accomplished Teaching, Learning, and Schools (ATLAS) and Teaching Channel video resources. The research addresses the increasing reliance on video analysis for teacher preparation. Two groups of preservice teachers participated, including those already working in educational settings and career changers new to the field. The study employed a mixed-methods approach, analyzing exit surveys, focus group interviews, and video reflections. Findings reveal that while ATLAS videos provided valuable commentary and classroom observation opportunities, concerns were raised about video quality and realism. Comparisons to Teaching Channel videos highlighted the need for thematic organization and higher production standards. Overall, the videos served as an effective tool for reflection and professional growth, offering insights into effective teaching practices and encouraging self-improvement among preservice teachers.