Educational researchers have recently suggested that Schon's influential model of the "reflective practitioner" lacks a prospective, or future, dimension. In this study, we examine instances of future-oriented talk produced by novice English as-a-second-language (ESL) teachers during mentoring meetings in one North American university setting. Context-specific functions of future-oriented discourse (e.g., planning, prediction) are investigated in relation to reflective thinking and teacher identity. We illustrate how teacher mentoring meetings represent discursive spaces in which novice teachers have an opportunity to verbalize plans, predict outcomes, consider possibilities, and reflect on their evolving pedagogical practices. We argue that teacher mentors should become aware of these important functions, and encourage prospective reflection in novice teachers. (Contains 5 tables.)