This study investigated instructional practices in a literacy methods course in a teacher education program that was developing a reflective and integrated approach to university courses and school experiences. Along with coursework, students plan and teach lessons for children in a partnership school in which teachers have begun the process of holistic curricular change. Reflective practice is interwoven throughout the course as students respond in journals to course content and the effectiveness of their lessons, children's learning, their own professional learning, and life in schools. An initial study involving three outstanding preservice students was followed by a study involving nine outstanding and average preservice students. Findings revealed that: the co-constructed syllabus did not meet students' needs; the majority of students did not find journal writing to be personally helpful; students responded positively to small group work within class sessions, demonstration lessons, and parallels between the methods class and the kind of teaching advocated for young children; and students' concerns after having classroom experience centered around classroom management and meeting individual needs. Implications for teacher education are discussed. The appendixes contain information about the research design, the field experience, and group interviews. (Contains 34 references.) (JDD)