Reflective practice is an important component of preservice teacher education programs and is frequently used during field experiences; however, less is known about reflective practice in microteaching. This qualitative case study examined preservice secondary STEM teachers' reflective practices after their microteaching experience in a STEM methods course at a large Mid-Atlantic public university. Particularly, the study investigated two reflection approaches, a written reflective journal and a video-mediated reflection on the same microteaching episode. We used content analysis to identify and compare the salient features in 27 preservice secondary teachers' video-mediated and journal (nonvideo) reflections. Our analysis led to three categories representing the salient features from the two sets of reflection--teaching strategies to foster student learning, student engagement and classroom discourse, and teacher personality and nonverbal communication. Within each category, and for the two reflection approaches, we describe: (1) the content or the focus of participants' reflective thinking; (2) challenges in microteaching recognized by the participants; and (3) suggestions for future teaching practices. Our findings provide valuable insights for teacher educators to make informed decisions about selecting reflection approaches that fit the course context and the goal of reflection.