This paper examines definitions of reflection and the concept of reflective teaching, and then documents attempts to implement a reflective approach taken by second-year undergraduate teaching students at the Australian Catholic University, Queensland Division. Sixteen students completed their first field experience, which included 12 half-day sessions with a supervisory teacher and provided written post-lesson reflections and a progress report. Analysis indicated that all 16 students were developing a reflective approach toward practice in the field. Their reflective writing was primarily at the lowest level (descriptive) with a few instances of dialogic reflection. Case studies of four of the students revealed that they demonstrated greater complexity of thought in spoken than in written reflections. Concerns for classroom control and management dominated the content of students' early reflections. Later reflections moved from survival concerns to task concerns and, at times, impact concerns. The reflective activity of the students appeared to take the form of self-dialogue, mediating the expression of feelings with that of the context. Students recognized the need to have more time made available for professional discussions with their supervising teacher, tutor, and peers. A detailed case study of one student is appended. (Contains 44 references.) (JDD)