In this case study I examine the reflective practices of two elementary pre-service teachers during their student teaching internship. I extend current views of reflective practice to create a framework for a "deliberate practitioner." With this framework, I investigate the pre-service teachers' thinking with regard to reflective processes and how they use their pedagogical content knowledge in their practices. My findings indicate that the pre-service teachers use their pedagogical content knowledge in anticipating problematic events, and in reflecting on problematic events in instruction. However, limits in pedagogical content knowledge and lack of confidence impede the pre-service teachers' reflection while in the act of teaching. They were more likely to reflect on their practices outside of the act of teaching. Implications for teacher educators and pre-service teachers are discussed.