This study analyzed personal and collaborative reflective activities and their effect on the development of a graduate student as both a learner and a teacher. As a learner, the graduate student kept a reflective journal for 5 consecutive quarters (15 months). Collaboration with colleagues took place in both formal and informal settings and provided a forum for sharing ideas and getting feedback from peers. It also provided an opportunity to comment on the doctoral work of others as a beginning of the acquisition of research skills. The reflective practice of the graduate student in the role of teacher consisted of videotaped lectures, journaling, and collaboration with other mentors. The purpose was to help the teaching assistant evaluate the differences between his actual and theoretical teaching styles. The application of reflective practice helped the graduate student, as a learner, to develop constant curiosity and creativity as well as a constant desire to learn. Collaboration helped develop self-confidence. As a teacher, reflective practice helped him to develop a mechanism for constantly improving teaching skills. (Contains 15 references.) (JLS)