This chapter examines the role that video has played since its introduction to teacher education in the 1960s. The chapter first reviews several leading innovations that have been popular across the last forty years. I then argue that in the past, teacher education has not always capitalized on the features of video that make it particularly useful for teachers. To address this issue, I introduce three affordances of video that should be considered when designing video-based activities for teachers. To conclude, I point to several programs that leverage these affordances and that I recommend we investigate for the future.