This article responds to what seems a nearly ubiquitous call for teachers to be reflective practitioners. Despite near consensus that self-reflection benefits the classroom teacher, teachers struggle to apply this work to daily life in the classroom. Specifically, using Donald Schön's terminology, we find that successful teachers must reflect-in-action. We build on research that self-reflection must be built into preservice education and applied directly to courses that involve methods. Drawing on a qualitative study of two math methods courses for preservice teachers, we argue that a method of teacher development we have named "interruptions" helps to promote reflection-in-action.