Within the context of an undergraduate literacy methods course, preservice teachers received opportunities to read engaging and meaningful text that challenged their thinking (McVee, Baldassarre, & Bailey, 2004) and respond to specific prompts through an online dialogue discussion and written reflective summaries. This article describes the process these preservice teachers engaged in as they discussed and reflected on their experiences in a language arts class. In the online dialogue, the preservice teachers engaged in reflective strategies that included clarifying, enhancing, providing evidence, challenging, and different thinking. As they dialogued and wrote reflective summaries, these students deepened their comprehension of literacy instruction and enhanced their meta-cognitive awareness of instructional practice as teachers of literacy. (Contains 2 tables.)