Based on self-determination theory, this study examines the added value of video-based discussion, which is included in a need-supportive training programme, on novice teachers’ motivating style and students’ engagement throughout a school year. Twenty-four teachers in the treatment condition attended a need-supportive training programme including a video-based discussion, while 24 teachers in the standard condition participated in the need-supportive training programme comprising discussions without video. Teachers’ motivating style and students’ engagement were assessed three times across the year. Results revealed that teachers’ autonomy-support and students’ engagement increased in the treatment condition but not in the standard condition. However, no greater effect of the treatment condition was found on teachers’ structure and relatedness-support, compared to the standard condition. The present findings indicate that combining theoretical sessions and reflective discussions based on video recordings of teachers’ own teaching could represent an efficient strategy to bridge the gap between theory and practice.