This paper explores the development of preservice student teachers' development of reflection, in the context of a teacher education course in which the teacher educator explicitly attempted to model reflective practice. Modeling took place through open access to the teacher educator's journal and through "thinking aloud" in class about the pedagogical reasoning and decisions which influenced his practice as it was occurring. The 20 student teacher participants were from a "Teaching and Learning" class in the preservice education program at Monash University in Victoria, Australia. Interviews with student teachers on four occasions during the course examined their views on modeling, the value they placed on reflective teaching, and how it may have influenced their own approach to teaching practice. The paper concludes that student teachers must experience reflection as a part of their own learning about learning and teaching, so that they can decide how to apply it in their own practice as their pedagogy is shaped by the context of the teaching-learning environments in which they work. An appendix offers a vignette of the type of classroom interaction observed. (Contains 24 references.) (JDD)