This thesis is a case study centred around a professional development workshop, developed to teach video self modelling techniques using video self modelling to teachers and other professionals, evaluated from a practitioner researcher‘s perspective. Observational learning, social learning, social cognitive and self model theories are discussed as they relate to video self modelling and professional development and informed the structure and delivery of the workshop. The empirical literature base of video self model is documented. The thesis concludes with a discussion of learning that has accrued throughout this study. This learning relates to the use of VSM and the experiential learning that the author, as both researcher and practitioner has gained from the work carried out in developing, using, and evaluating the workshop to support VSM. The six participants were successful in completing a video self model. The thesis recognises and discusses the complexity of interactions between empirical and theoretical investigation. In a similar way it discusses the complexity of interactions between traditional forms of research and practitioner research.