Reflective teaching has been the basic principle underlying the teacher education program at the Stichting Opleiding Leraren, a teacher's college in Utrecht, The Netherlands. It has been questioned, however, whether reflective teaching is equally suitable for every student. A longitudinal follow-up study was started in which the central research question was: How do individual students develop during their preparation program? In the first part of the research, phase 1a and 1b, the goal is description. Phase 1a develops a framework of analysis that describes differences in beliefs about learning among prospective teachers. Phase 1b's subquestions are: (1) How do students with different beliefs about learning develop during the teacher education program? and (2) What is the effect of the training on the development of these different kinds of students? This paper describes the research method and results of phase 1a and the results of phase 1b. The analysis framework that has been developed to differentiate among learning orientations is presented, and the effects of the program on different students are discussed. (JD)