Dewey (1934) defined reflection as "the kind of thinking that consists in turning a subject over in the mind and giving it serious and consecutive consideration" and argued that reflective thought should be an educational aim. Today the importance of reflective thought for students, teachers, and teacher candidates is recognized. Within art education, visual reflection has emerged in the form of visual journals as a valuable technique for engaging students in reflecting on ideas, techniques, processes and products. Whereas standard forms of reflection often rely principally on language to communicate reflective thought, visual reflection uses imagery. Within the field of art teacher education, visual reflection methods such as collage, biocolage, and visual journaling, have been used to engage preservice art teachers in contemplating their teaching contexts, practices teacher identities, and teacher education experiences. Cutcher and Rousell (2014) presented the case of engaging preservice teachers in a collaborative visual performance, where they mapped memories of field experiences in a collaborative painting spurred by class discussion stimuli and feedback. This article details a similar collaborative approach to visual reflection with art teacher candidates, and delves into the possibilities of this approach for fostering layers of reflection, meta-reflection, and considers implications for art teacher education and secondary art education.