This article explores how dialogue journals and response journals can be used to encourage reflection among pre-service teachers. Thirty-one pre-service English teachers from two Hong Kong universities participated in the study. One group wrote dialogue journals and the other group wrote response journals throughout two semesters on two separate ELT methodology courses, both taught by the author. Data was gathered from their journal entries and post-study interviews. The findings show that dialogue and response journals provided opportunities for pre-service teachers to engage in reflective thinking, and all of them found the experience of journal writing beneficial. The article concludes with a number of recommendations on how teacher educators can use journals effectively as a tool for promoting reflection in pre-service teacher preparation.