This study explores the use of video vignettes as a tool for the professional development of teachers. It is postulated that teachers’ professional frames drive them to view vignettes through multiple “lenses”, and that teachers may not recognize exemplary practice when presented with it. A qualitative/quantitative hybrid design was used to collect data on the video elements that 11 pre-service and 11 experienced teachers attended to as they observed exemplary astronomy teaching vignettes. Data sources include pretest astronomy scores and think-aloud protocols. Quantitative analyses of the results suggest that teachers rarely recognized the exemplary practice presented to them as being ‘exemplary’. Furthermore, teaching experience significantly influences the type
o f lens through which a teacher will observe exemplary practice vignettes. There is also some evidence to suggest that instructing teachers to actively seek out exemplary practice aids them in attending to the underlying functions and purposes o f the methodology presented.