Researchers have identified six experiences that promote reflective teaching: (1) teaching experiences; (2) journal writing; (3) peer observations; (4) receiving notes/feedback from peer observations; (5) self-assessment; and (6) consultation/conversation with the university supervisor. In this study, these experiences were included as essential components of a music and related arts methods course for undergraduate elementary and early childhood education majors. The purpose of the study was to examine the students' perceptions of the usefulness of those experiences and the amount of thought and reflection required. Teaching experiences included brief peer teaching episodes and laboratory teaching experiences in an elementary classroom. Students were required to keep a journal, observe a peer teacher, and complete a self-evaluation inventory at the conclusion of the laboratory teaching experiences. Instructors provided written feedback and encouraged discussions about problems and teaching strategies. The journal, a teaching philosophy paper, artifacts from teaching experiences, and other evidence of professional growth and development were assembled to create a portfolio for evaluation. Finally, students were asked to complete an anonymous "Reaction Inventory" to rate each class activity on usefulness and reflection requirements. The data indicated that students found the laboratory teaching experience to be the most useful and to require the most thought and reflection. Results suggest that education students may require an external impetus to promote reflection and that teacher education courses include the six experiences listed above. (Contains 15 references.) (ND)