Students learned teaching principles either with or without (control group) the presentation of a classroom exemplar in video or text format. Across 2 experiments, the video group produced higher transfer scores and affective ratings than the other groups. Four weeks later, the video group recalled more information about the exemplar than the text group, but no treatment effects were found on transfer. Qualitative analyses (Experiment 2) showed that the video group produced a significantly larger number of modeled behaviors in the transfer test than the text (immediate) and control (immediate and delayed) groups. Results encourage using classroom video exemplars to promote students ’ affect and retention, but suggest that additional pedagogies are needed to promote longer term transfer of theory into practice.