The study examined the relationship between the use of video technology and teacher trainees’ self-appraisal for progressive professional perfectibility.Two null hypotheses were formulated to guide the study.The quasi-experiment involved 100 third year students of the Faculty of Education, Cross River University of Technology engaged in microteaching.Data was obtained through a well validated ten-item Teacher Trainee Affective Response Questionnaire (TTARQ) developed on a four point Likert-scale by the researchers.The analysis of data was done using Pearson product moment correlation coefficient and independent t-test analysis for the first and second hypotheses respectively at 0.05 level of significance and 98 degree of freedom.The result of the study shows that there is a significant relationship between the use of video technology and teacher trainees’ self-appraisal and evaluation, gender notwithstanding.The study therefore canvassed for the patronage of multi-media technology application in microteaching to enable teacher-trainees objectively assess their performance and also by their instructors and colleagues.