This paper describes three studies designed to determine whether beginning and completing teacher candidates reflected on their teaching experiences, in what categories they reflected, and how prompts affected their reflections. The research also noted whether teacher candidates' credential programs; modalities (Web site, e-mail, and paper submissions); prompts; coding; and categories reflected upon made any difference in participants' reflections. The studies collected data from beginning and completing teacher candidates at California State University Bakersfield and California State Polytechnic University Pomona in 1999, 2000, and 2001. Results of teacher candidates' reflections indicated that while the breadth of their reflections did not cover the range of category indicators expected, for the most part, teacher candidates at both institutions were engaging in reflective thinking that encompassed confluent education. Their reflection tended to depend on the type of prompt and delivery system involved. These candidates showed improvement in their reflection skills over time. Results suggested that most reflections occurred in the students' affective/social/psychomotor category, and teacher candidates focused more on their students' behaviors and attitudes than on their learning. (Contains 23 references.) (SM)