This paper seeks to contribute to construction of a theory which makes explicit the relationship between the concept of reflection and fundamental views on good teaching. The discussion draws on empirical data gathered in 10 years of research focusing on a teacher education program that seeks to promote reflective teaching. Results are reported from four studies involving teacher education students (student teachers) and graduates who participated in a program for the preparation of secondary mathematics teachers at a teacher education college, the SOL, in Utrecht (Netherlands). Data from the four studies suggest several characteristics that may be considered correlates of reflectivity. Reflective teachers have better interpersonal relationships with students than other teachers and develop a high degree of job satisfaction. Reflective student teachers: (1) consider it important for their students to learn by investigating and structuring things themselves; (2) have previously been encouraged to structure their own experiences and problems; (3) have strong feelings of personal security and self-efficacy; and (4) appear to talk or write relatively easily about their experiences. Female student teachers reflect more on their relationships with fellow students and less on subject matter (mathematics) than male student teachers. Thirty-five references are included. (IAH)