The use of video within teacher training has been shown to increase motivational and emotional engagement and support teachers to 'notice' relevant teaching and learning events (van Es & Sherin, 2009), which can improve pedagogical practices (Tripp & Rich, 2012b). This study introduced video enhanced self-reflection into a Dialogic Reading (DR) training programme for teachers working within early years education. DR is an evidence-based intervention that aims to enhance oral language skill of pre-school children by increasing the complexity of adult-child interactions during shared book reading. The research employed a mixed-method nested case study design. Two participating teachers, working in different schools, delivered a 6-week DR intervention to one selected pre-school pupil from their class; giving two participating teacher-child dyads. Using video clips of their own DR practice, the participating teachers engaged in three self-reflection sessions. Qualitative analysis of their contributions indicated that video supported them to engage in productive reflection and apply the theoretical underpinnings of DR to their shared reading practice. Quantitative analyses of the language used by the participating pupils within pre- and post-test DR sessions demonstrated a positive effect for the intervention. The implications for theory and practice, regarding the use of video as a training tool, are discussed.