This study examined the reflective journal entries of 42 trainee teachers who underwent teaching practicum in schools in Malaysia. The study investigated the types of reflections, strategies or stance used, and perceptions of the trainees toward reflective journal writing. The findings of the study indicated that the trainee teachers were engaged in Descriptive Reflection (DR), Dialogic Reflection (DIAR), Descriptive Writing (DW) and Critical Reflection (CR), respectively. In their summary of the journal writing experience, approximately 77 per cent of the trainees stated that the task assisted them in evaluating their teaching methods, strengths and weaknesses, awareness of their own teaching, problems in teaching, and identifying materials and aids for their teaching. An implication of the study is to provide explicit training of the use of reflective journals in teacher training. In addition, practising teachers should be encouraged to use reflective journal writing as part of their daily professional teaching experience.