From Dewey (1933) to present, reflectivity is an important component of teacher education. Little information exists that specifically addresses when changes in reflectivity might occur. Therefore, the purpose of this study was: (a) to apply Van Manen's model to outcomes to examine levels of, and changes in, reflectivity and (b) to verify the applicability of Van Manen's model to a preservice physical education setting. Five physical education student teachers volunteered to participate. Five written assignments and two interviews were selected and analyzed using Van Manen's model. While little evidence of reflectivity increases occurred from the interview data, two participants recorded positive shifts in the written assignments. Findings are similar to Fuller's (1969) Developmental Concerns Theory and support assertions that students can increase reflective thinking. This study validates Van Manen's model as applicable to a physical education setting and can provide a vehicle for applying quantitative measures to qualitative responses. (Contains 3 tables.)