An important objective of teacher education is to encourage students to reflect on teaching practices. Analyzing video scenarios from classroom settings is a commonly used method for achieving this. This study examines the impact of different video types on the reflective and emotional processes of teacher education students and explores the relationships between these processes. In a randomized experimental study, 129 students analyzed a video of either a dysfunctional or a functional video scenario as part of a video-based intervention. Data were collected through written reflections, self-assessments of reflection, and ratings of emotional valence and arousal. The results revealed that students who analyzed the dysfunctional scenario demonstrated greater levels of reflection and experienced more negative emotions than those who analyzed the functional scenario. No significant differences were found in terms of self-assessed reflection and positive emotions. However, a significant relationship was found between positive emotions and self-assessed reflection. This study contributes to the literature by differentiating between distinct facets of reflection and emotion, thus enabling a more nuanced understanding of how specific video characteristics influence reflective engagement.