Writing on teacher evaluation in the Handbook of Research on Music Teaching and Learning (1992), Taebel aptly stated that: Teacher evaluation is a hazardous and complex undertaking, perhaps because the concepts of teaching and evaluation are multifaceted and complex (p. 310). Because of the complexity of the task, many approaches to assessing the effectiveness of teaching have been explored. Three of these command most attention in the literature: self-assessment, peer critique, and supervisor evaluation. A definitive answer to which of these three techniques yields best results continues to claim the attention of the research community. The purpose of this study was to determine the effect of videotape analysis and peer critique on developing the skill of self-assessment in pre-service teachers. Four research questions were posed: 1) Does the use of videotape analysis and a peer critique process result in more accurate self-assessment? 2) Does the practice of continual video analysis and peer critique result in the pre-service teacher being able to identify teaching weaknesses at a quicker rate? 3) To what extent do the self-assessments agree with those of experts? 4) Do identifiable personality traits affect accuracy in self-assessment: extraversion, emotional stability, agreeableness, conscientiousness, and openness to experience? The study employed a pretest posttest design. Participants (N=40) were undergraduate students enrolled in either an elementary music methods course for music education majors or a music methods course for non-music education majors. The subjects were randomly divided into a Control Group and three Experimental Groups. Before beginning the study, participants completed the Internet Personality Inventory Survey designed to measure each of five personality domains: extraversion, agreeableness, conscientiousness, emotional stability, and openness. Each participant was required to teach four lessons. The Control Group completed a self-assessment rubric immediately following each lesson without receiving any exterior input. Experimental Group I completed the rubric in like fashion and then sought validation by viewing a video recording; Group II completed the rubric and then sought validation by reviewing peer critiques; Group III completed the assessment rubric and validated with both videotape analysis and peer critiques.Quantitative measures were employed to analyze the data for questions one, three, and four; qualitative measures were used to analyze the data for question two. Findings revealed no significant difference in the self-assessment scores of the four groups, indicating that the use of videotape analysis and peer critique did not improve ability to self-evaluate. Although there were no significant differences, data revealed that participants using videotape analysis were able to identify teaching weaknesses at a quicker rate. Peer critiques were often found to be inaccurate and not time efficient. No significant difference in four of the five personality traits was found between groups. A significant difference was found between the Control Group and Experimental Group III for the quality of openness. Based on the data collected in this study, it appears that personality traits are not an influential factor in the process of self-assessment.