Teaching effectiveness research in physical education has provided a framework for training preservice physical educators. Several observation instruments have been developed to assess as well as enhance the effectiveness of preservice and inservice physical educators. These observation instruments are used to build a foundation upon which teachers' instructional skills are developed. Systematic observation instruments serve as a mechanism for recording class activities such as the frequency of a given behavior, the amount of time engaged in a behavior or both to show what students and teachers were doing throughout class (Siedentop & Tannehill, 2000). Recently, several systematic observation computer software applications have been created to facilitate the training of preservice physical educators. Although many systematic observation software applications have been created, research regarding their usefulness in enhancing preservice physical educators' skills and knowledge is lacking. The purpose of this study was to examine preservice physical educators' perceptions of using the Behavioral Evaluation Strategy and Taxonomy (BEST) software program, which is a computer application that can be used for systematic observation of instruction. The BEST software allows the user to record real-time observational data and analyze that data quantitatively and qualitatively. Participants were 25 preservice physical education teacher education students enrolled in a secondary methods class at a comprehensive college in the North East. Data were collected through formal interviews with the 25 participants as well as document data in the form of a reflective paper. Interview data and document data were analyzed qualitatively through constant comparison (Strauss & Corbin, 1998). Categories were developed and examined for common elements that ran throughout and tied them together. Themes were then extracted from these categories. Data were then selectively coded for examples that illustrated the themes. Two main findings were drawn from the analysis. First, results indicated through the use of the software, participants were able to personally identify their strengths and weaknesses. This was important because many participants indicated that they often questioned feedback given by an instructor; however, the data provided by the software analysis supplied them with undisputable evidence of their teaching performance. Secondly, results indicated that participants' perceived that their learning was enhanced through use of the software because it provided them with visual representations of their teaching in the form of several different data charts. Participants indicated that these charts enabled them to be more reflective about their instruction. Keyword(s): pre-service/student, technology