This case study examined the extent and nature of the critical reflection and critically reflective teaching evident among three secondary preservice teachers, noting factors that hindered and supported the instructor's attempts to promote critically reflective teaching and discussing social reconstructionist factors. The paper emphasizes the second half of the project, which involved the student teaching semester. Data collection included student interviews at the start, midpoint, and conclusion of student teaching; several observation visits to students' classrooms; and field notes. Data also came from written artifacts (structured pre-observation forms prior to each observation visit, five journal assignments, and unit plans, lesson plans, student handouts, and evaluation tools). Data analysis involved the constant comparative method. Results indicated that all participants were critically reflective about teaching. Critical reflection carried across semesters, though it was not the predominant form of thinking for any of the students. Factors influencing critical reflection included (in descending order) journal assignments, study participation, observation visits, peer observations, and return-to-campus seminars. In the methods semester, the emphasis on social reconstructionism and democratic education had little impact on participants' thinking. However, in the student teaching semester, each participant provided varying amounts of evidence of reflection on the construction of a more equitable, just, and democratic society. (Contains 33 references.) (SM)