This dissertation examines the role of reflective practice in the development of teacher candidates during their final internship in a teacher preparation program at a state college in Southwest Florida. Grounded in Dewey's and Schon's theories on reflective practice as well as Vygotsky's social learning theories, this mixed methods explanatory case study investigates how higher-order reflection prompts, aligned with the Florida Accomplished Educator Practices (FEAPs), relate to teacher candidates' depth of reflection. The study addresses the inconsistencies in reflective practices and feedback across different cohorts and supervisors, highlighting the significance of structured reflection prompts in fostering continuous professional development, as compared to the broad, non-strategic reflection prompts previously used by the teacher preparation program. The study concludes that fostering reflective practice through strategic prompts can help teacher candidates critically analyze their teaching methods, set actionable improvement goals, and increase self-awareness of the impact of instructional decisions on student outcomes. Notably, the mixed methods approach was essential to understanding how structured prompts related to teacher candidate reflective abilities in this case study. While the quantitative data points to the success of the strategic prompts in increasing teacher candidate depth of reflection, the university supervisor interviews suggested that teacher candidates always had the ability to reflect critically; the non-structured prompts previously used by the teacher preparation program were too broad for teacher candidates to meet with success. Specifically, university supervisors posited that the structured reflective prompts were essential in guiding teacher candidates to concentrate reflective efforts on various crucial concepts, revealing underlying reflective abilities and resulting in a deeper overall level of reflection. This research contributes to the existing literature by providing insights into the practical application of one approach to reflective practice in teacher education. It offers recommendations for teacher preparation programs to incorporate structured reflection prompts, thereby supporting the development of reflective teacher candidates who are better equipped to meet the challenges of modern education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]