This paper was designed to explore how the modeling of reflection by a teacher educator influences the development of preservice teachers' thinking and learning about teaching, and their subsequent reflective processes. The research was initiated to help student teachers develop an approach to teaching that might allow them to take more control of their own education and to encourage them to be deliberative and thoughtful about their pedagogy. The paper begins with a discussion of reflection with the educational literature. A case study of four student teachers follows, examining the effect of a model created to provide access to the teacher educator's thoughts on teaching using written journals and "thinking aloud." Examples form the students' journals are used to illustrate how the students used the model to reflect on their own teaching experiences. The data support the notion that modeling of reflection is possible and can be successfully incorporated into learning about teaching, and that modeling reflection, and reflection itself, were valued by the participants in this study. The findings indicate that reflection is something that, when understood and valued (by teacher educators and student teachers), can be developed through teacher education programs where teacher educators incorporate these principles into their teaching. In this manner they will encourage their student teachers to do likewise. Three appendices provide tables of the questionnaire results. (Contains 26 references.) (ND)