Using conversation analytic findings on L2 classroom interactions as materials for pre-service language teacher education and delivering these materials in technology-rich, reflective, and social-interactional environments has recently been proposed to be among the main components of ‘conversation analytic language teacher education in digital spaces’ (CALTE; Balaman, Conversation analytic language teacher education in digital spaces. Palgrave Macmillan, 2023a). This chapter presents a case study based on a fully online language teacher education course and shows how the course structure (pre-recorded lectures on CA research on L2 classroom interactions; reading tasks; and video-mediated pre-service teacher meetings for collaboratively analyzing short video clips of L2 classroom interactions) operates as a conversation analytic intervention which eventually elicits pre-service teacher learning that becomes observable in and through video-mediated interactions of the participants. More specifically, the chapter traces (i) how the lecturer describes the concept of insert sequences using specific hand gestures and establishes links between insert sequences and L2 classroom interactions in the pre-recorded lecture; (ii) how the pre-service teachers later duplicate the lecturer’s hand gestures during their video-mediated meetings to discuss the pedagogical use of insert sequences in the L2 classroom; and (iii) how their analytic discussion creates interactional space for the positive evaluation of the conversation analytic intervention.