The purpose of this study was to examine how four teachers used the seven processes of videotape analysis to develop an analytic approach and reflective thinking towards their teaching. The study was organized within video clubs and was used to describe the interactions among four teachers about their experiences at a language institute. Data were gathered through videotaped recordings of lessons, observations, interviews, transcripts, and questionnaires. Results showed that the seven processes helped these participants develop an analytic approach to their teaching as well as develop their reflective thinking strategies about their practice. These processes created a framework that helped teachers investigate their methods as well as improve their skills to engage in reflective thinking skills. In addition, it was found that the role of the researcher as a facilitator enhanced the participants’ learning.