This study aims to investigate the effect of the reflective teaching practice on the development of teaching skills of the pre-service teachers. This study is designed in the form of action research due to the nature of the case examined. The participants were 32 pre-service teachers at Bayburt University Faculty of Education Department of Elementary Science Education. Observation forms were used to collect the data for study. The qualitative data obtained were analysed using the content analysis method. Data on the distribution of teachers according to their level for teaching skills and statistical analysis frequency (f) and percentage (%) is used. The work of reflective thinking, planning is a course for pre-service teachers participating in this study to contribute to the professional development for the implementation and evaluation. The work done to improve the process of reflective thinking of pre-service teachers is determined to have a level reflecting the start of the insufficient field. Processes that were put forward in the later stages in the development of teaching skills. In this context, experience of pre-service teachers and reflection on these experiences provide that reflective thinking skills development for the planning, implementation and evaluation of a lesson.