In this study, the authors investigated the impact of two instructional strategies for using classroom video in the context of university-based teacher education on pre-service teacher learning. The authors developed two video-based modules, one using video to illustrate rules, the other using video to elicit preservice teachers’ knowledge, from which they then derived rules. . They found the two instructional strategies to be differentially effective, making distinct contributions to initial pre-service teacher learning. The findings revealed that learning environments based on the rule-example strategy fostered the reproduction of factual knowledge and its application to observe and evaluate authentic classroom sequences, whereas the example-rule strategy fostered the application of knowledge to plan a lesson and to identify challenges in a situative way.