Reflective practice, in its comprehensive intent, allows a practitioner to make meaning of complex situations. While opportunities for developing reflective thinking are readily available in health professional education programs, opportunities for developing reflective practice abilities are limited. This pilot study was undertaken to address that gap and assess student physical therapists’ perceptions of a series of non-graded, video-recorded practice experiences on developing their reflective practice abilities. The study used a quasi-experimental design with collection of quantitative and qualitative data. Physical therapy students reported an increased awareness of their verbal and nonverbal strengths and areas for improvement, their ability to give and receive feedback to a peer, and ways to improve their psychomotor skill performance. Students identified that they would have liked to have initiated this type of self- and peer-assessment earlier in the curriculum. The assignment served as a specific method of teaching reflective practice in the physical therapy curriculum and has broader application for other healthcare and higher education programs.