The case for critical reflective practice (CRP) among teachers has been advocated for some time. Reflective practice is now at the heart of a number of teacher education programmes and is regarded as an important element in the preparation of new teachers. While it is clear that CRP is highly regarded by teacher educators, less clear is whether new teachers have the strategies necessary to reflect effectively, and whether they understand the potential benefits of reflective practice. This study compares pre-service teacher candidates and faculty members' understanding of critical reflective practice. The findings suggest that students' understandings are shaped by their primary motivations to learn-which are to complete the programme successfully and survive the challenges of day-to-day teaching. Faculty members' understandings and teaching emphases are well beyond this survival stage. The disparity in motivation draws attention to the need to alter faculty members' approach to teaching CRP. Otherwise, students report that they simply "go through the motions" with regard to assignments.