The present study inquired into the varying kinds and degrees of reflectivity that ensued as first-semester secondary education preservice teachers' revisited their teaching actions and confronted peers' evaluation of their performance in a microteaching experience. The study sought to ascertain: (1) the recurring themes of reflectivity in the participants' sequencing of their teaching actions before and after microteaching; (2) the recurring themes in the participants' "confronting" reflectivity of peers' evaluations of their microteaching performance; and (3) the effects that differential patterns of confronting reflectivity had on the participants' transition to reconstructing reflectivity. Three conclusions were drawn from the study. First, microteaching is an activity that is considered favorably as a meaningful learning experience by preservice teachers. Second, there is no guarantee that preservice teachers will risk vulnerability and hold up their teaching actions to scrutiny, even in an on-campus clinical experience that is structured to provide a pressure-free environment for them to plan, teach and reflect on their teaching. Finally, when they do, as it happened in an example of the occurrences of affirmative and self-critique confronting reflectivity in the study, such scrutiny has the potential of helping preservice self-correct specific elements in their emerging teaching skills. (Contains 2 tables.)