One of the most vital forms of dialogue for a novice teacher is the inner dialogue of reflective practice. The purpose of this study was to investigate if and how blogging supports the ability of preservice teachers (PSTs) to reflect on their student teaching experience. Findings suggest that blogging may serve as both response and stimuli, providing a structure for interns to consider past and future practice. Perspective taking also seemed prompted by self-questioning. Photos within blog posts may serve as semiotic mediators, offering reflective cues. Furthermore, blogging may offer opportunities for PSTs to process and regulate emotion, important in a profession strained by burnout.