This study analyzed 42 preservice teachers' reflection levels during their Master of Education program. Participants completed three types of reflective journal writing (reflections on selected readings, class discussions, and early field and student teaching experiences). The 21 control students received a 30-minute orientation that provided guidelines for writing class journals. For the field journals, control students were told to reflect on any event and explain what had happened, how they handled it, and how it could have been improved. The 21 experimental students received a 3-hour orientation that included detailed discussion on reflective thinking and practice, cognitive processes, the importance of reflection, and reflective theory. They completed four reflective teaching lessons and received guided questions for their reflection in class journals. They were given guidelines for reflection in their field journals that were much more detailed than the guidelines given to the control students. All students handed in their class journals and reading journals weekly for 5 weeks and their field journals at several points in time. Researchers scored all journal entries for levels of reflection. Results indicated that when preservice teachers engaged in reflective activities, their levels of reflection improved considerably. Participants who received specific training on reflective thinking were more reflective. The study also showed that even though preservice teachers can achieve the higher levels of reflection, they still do not reach the highest level. (Contains 7 tables and 18 references.) (SM)