This paper reports on a study conducted within VIDEO-LM (Viewing, Investigating and Discussing Environments of Learning Mathematics), a video-based professional development project for secondary mathematics teachers that aims to enhance reflection on practice. The study explored VIDEO-LM sessions where Israeli teachers watched an 8th grade geometry lesson from Japan. We analyzed teachers’ discussions around this lesson and characterized main themes and reflection types. Findings suggest that watching the Japanese lesson, using the VIDEO-LM framework, led to productive discussions among teachers. The fact that the videotaped lesson was culturally “far” from the teachers’ reality provoked them to re-see everyday aspects of their practice, revealing some dissonances which promoted reflective thoughts and actions.