This qualitative case study investigates the ways stakeholders in a senior/seminar teaching practicum construct and engage in reflection. It also explores the ways these modes of reflection intersect with pre-service dance teachers' development of pedagogical content knowledge (PCK) and critical consciousness (CC). Specifically, the study contributes to the minimal amount of literature on the use of reflective practices in dance teacher education by using the theoretical framework of reflection-in-action and embodiment to bring greater attention to the informal, social, dialogical, and embodied dimensions of teaching and learning. Themes identified related to pre-service dance teachers' development of PCK and CC in regards to reflection include: The Learning Arc: Defining PCK and CC, and the Backdrop of Texas Public Education; Formal Reflective Practice: Manufacturing PCK and the Absence of CC; Dialogical Reflective Practice: Extending Expertise, Fostering PCK, and Modeling CC; and Embodied Reflective Practice: Composing Dance Teacher Identity. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]