This study was designed to explore the ways in which preservice teachers' reflective judgment levels influenced their perceptions of and decisions about complex and ill-defined dilemmas they encountered in their field placement classrooms. Participants were ten traditional-aged juniors in a college teacher preparation program who were completing a pre-student teaching field experience. Data was gathered from online dialogue journals, post-observation interviews, group dilemma discussions, and reflective essays. Participants' statements in these data sources were examined for insights into the nature of the types of dilemmas they encountered in practice, the reflective judgment levels at which they were functioning, the ways their reflective judgment levels influenced the way the approached complex dilemmas of practice, and the ways in which engagement in the reflective processes utilized in the study influenced their development of reflective judgment. Results showed that reflective judgment was a significant influence on the ways in which the participants perceived and took action about classroom dilemmas. The results of the study emphasized the need for teacher educators to take preservice teachers' epistemological development into account when providing guided reflection on field experiences and to implement strategies of guided reflection designed specifically to help preservice teachers understand and explore the epistemological assumptions informing their beliefs and actions. (Contains 8 tables.)